The multilingual turn in second language acquisition (SLA) has propelled a critical stance on monoglossic language ideologies, advocating for a heteroglossic approach that values the dynamic language practices of multilingual learners (MLs) (May, 2013; Flores & Schissel, 2014). This article shifts the focus from a general exploration of language ideologies to a detailed examination of the nuanced interplay between monoglossic language ideologies, prioritizing an idealized linguistic norm, and heteroglossic language ideologies, validating linguistic diversity. By analyzing the enactment of a heteroglossic approach in an online practical English class, the study explores the complexities where monoglossic and heteroglossic language ideologies are not opposed but rather coexist in complex and potentially deceptive ways. Through semi-structured interviews that probe MLs’ beliefs about race and language, complemented by critical discourse analysis (Fairclough, 2013), this research investigates how MLs and their teacher articulate and navigate their language ideologies, revealing how monoglossic language ideologies, often aligned with ‘white’ norms, shape instructional choices and classroom dynamics. The findings reveal the nuanced interrelations between monoglossic and heteroglossic language ideologies, advocating for educational frameworks that proactively engage with and critically transform the hegemonic language ideologies for more equitable language education.