This article clarifies two Farsi complementary language classrooms in Copenhagen, marked by political susceptibility. Classroom features as to language use, pedagogical methods and cultural phenomena, linked to key adults' choices, and especially ideological interpretations (e.g. the monolingualism rule and language purism), are connected to the modern state of Iran and to time and place of the actual classes. Both express metapragmatic messages and tacit ways of denoting ideologies, appear featured by avoidance of specific referents, that is, by unmentionables.