This study focuses on fundamental frequency (fo) variation in bilingual Moroccan Arabic/French and Malay/French speakers who learned French in a context of French as a second or foreign language. The study is based on a corpus of reading sentences in French, Moroccan Arabic and Malay. The acoustic analysis targeted the mean fo of 1000 sentences and 6840 occurrences of /a/ vowel. The overall results indicate that bilingual speakers have higher mean fo in L2 French than in L1 Moroccan Arabic or L1 Malay, while Fo range is more reduced in L2 than in L1. These changes are interpreted in terms of representations of compliance with the communicational and pragmatic norm, of psychosocial constraints, and of the teaching/learning contexts of the L2, second or foreign language. Didactic proposals are formulated for the consideration of certain parameters of voice and voice quality in the teaching/learning of French.