Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To examine the effects of societal language status on students' language use and identity investment, this study quantified students' English and French language use in Quebec French immersion classrooms, a context where both languages of instruction hold equitable societal status. A microanalysis of their divergences from the languages of instruction was also undertaken using Norton's model of investment. This study sheds light on how language status works at the societal, classroom, and individual level to impact learners' classroom language use. Findings emphasize the importance of using both languages of instruction outside of school for development of learners' bilingual proficiency and bilingual identity.