Discussions regarding the use of multicultural and multilingual texts in classrooms often focus on representation and students' right to their own language in culturally and linguistically diverse settings. Even when conversations about White privilege occur, linguistic privilege is seldom addressed. This theoretical paper focuses on the use of multicultural and multilingual literature in White, monolingual (English) spaces. The author asks: "what is the responsibility of educators who teach in monolingual English, White spaces to disrupt the privileged position of English monolingualism as a taken for granted norm?" The author proposes the use of multilingual code-switching in literature as a pedagogical tool for engaging White, monolingual students in deconstruction of their White, monolingual (English) linguistic privilege. This paper suggests that educators' consideration of multilingual texts in White, monolingual spaces can promote further critical reflection on the pedagogical challenges and possibilities as we engage in the ongoing work of anti-racist pedagogy.