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Qualitative research case study of educational stakeholders’ contested language ideologies affecting the administration (design, organization, and implementation) of a language program for English Learners in an elementary public school in the U.S. Midwest. This case study is a situated representation of a larger phenomenon of ideological influences in programmatic decisions and how these, even coming from well-meaning and unaware individuals, perpetuate the marginalization of English Learners in schools. Implications for teacher education, professional development, and future research are discussed.