This study examines the means by which social actors at one largely Indigenous elementary school in Taiwan resolve the linguistic conflicts arising between official language policies and practical pedagogical practices. Special reference is made to Pangcah, an endangered indigenous language in contest with other languages, Mandarin inparticular, as the medium of instruction. The findings highlight the use of code-switches between languages in the context of the lesson being observed. The "depreciation" of the Pangcah language can be understood as reflective of enduring symbolic and hegemonic dominations, the instability of the indigenous language being a manifestation of Pangcah's limited social status. While teachers may vociferously advocate Pangcah as a means of identity construction, they remain committed to Mandarin. It is suggested that their commitment to Mandarin reveals an internalization of the majority ideology that sees Mandarin as the most advantageous means by which indigenous children can adapt to the larger Sino-cultural social mainstream.