This essay will review Spanglish scholarship, its different geographic locations, and various academic discourses surrounding the breadth and possibility of its application in undergraduate course instruction. Spanglish intervenes and influences Latinx communities’ lifestyles and choices outside the academic sphere of theory and concept. How citizenship, social status, race, ethnicity, politics, and power of language can be examined through the framework and pedagogical tool of Spanglish. I will identify and address the barriers that gender, race, ability, sexuality, ethnicity, and otherness may produce. Students’ diverse backgrounds in higher education classrooms allow for communication and understanding through lenses that their fellow peers may have never experienced. I argue that Spanglish can be a useful pedagogical tool in multidisciplinary undergraduate courses.