In the French-speaking part of Belgium, several actions designed to improve French acquisition in exogenous multilingual contexts has been developed since the 1990s. The official aim in all cases is to facilitate integration and success. The intention of this article is to critique these measures on the basis of empirical studies conducted in our research group. We show that in education these aid policies, in education, actually reinforce segregation processes, the consequences of which in academic achievement have been exposed by the PISA surveys, in spite of the good inten- tions behind these initiatives. This does not mean that the specificities of these multilingual contexts should be ignored, but rather to break that the aim should be to break the vicious circle that leads to more segregation and therefore more difficulties. Some suggestions are put forward as to how this could be achieved.