This paper adopts a sociocultural perspective on learning (Vygotsky, 1978, 1986) to explore connections between the concept of voicing (Bakhtin 1981, 1986) and a Year four student's second language learning in Australia. Results are drawn from a qualitative study conducted in the Australian outback, through ethnographic research strategies, which involved implementing a Language and Culture Awareness Program in a Year 4 classroom. Analysis of selected data related to the learning and development of Jerry, a Year four student, is framed within a discourse of values and practice (Bourdieu, 1990, 1993; Cummins, 1996). The discussion relates Jerry's opportunities to explore French through purposeful tasks to the disruption of ritualized practices in a predominantly Anglo-Catholic community.