Critical perspectives on language pedagogy and linguistics have been marked by advocacy for the deconstruction of the concept of "language". Using Spanish as exemplary, and situating "language" within culturally informed worldviews, we contribute to this discussion through an examination of dominant language ideologies and their shaping of the teaching of foreign languages. We advocate for a critical analysis of both language and culture--concepts intrinsically linked--and consider how dominant ideological positions are constitutive of hegemonic discourses and material inequalities. The paper concludes with a discussion of the development of more equitable and transformative approaches to foreign language teaching.