This article explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social context dominated by particular language ideologies. This study also explores how the language ideologies of the students are constructed and how the students censor their use of the native language through internalisation of the language attitudes held by the teachers. The findings suggest that a flexible language ideology would help the students value their own language resources and construct a new identity in the new hibitus. It is also suggested that the immigrant students can employ the multilingual practices as a symbolic resource rather than as a disadvantage constructed by the institutional ideologies.