This paper explores students' and teachers' use/non-use of the negative ne particle in the high schools of four Ontario Francophone communities. For teachers in a formal classroom context, some evidence exists that ne use/non-use is not fully destitute of stylistic markedness. Inquiry of ne use/non-use co-occurring with two phonological alternatives of post-verbal negator plus discloses findings that are relevant for the discussion on the potential of studying stylistic variation in spoken French as a kind of diglossic code-switching.