This study is part of a larger project to reassemble the historical presence of Spanish in what has always been complex multilingual ecologies of language use, policy, and ideology in California. In order to re-establish the place of Spanish, language educators and linguists need to rethink Spanish and Spanglish beyond English-centric memory. Language use in California has always been about complex contact between speakers with diverse and different practices of language, culture, and identity. In an ever-changing "contact zone" (Pratt 2008), Spanish speakers in California inhabit complex ecologies (van Lier 2004) that extend well beyond the common-sense ideology of discrete language-community-identity and beyond notions of bilingual language-identity-culture practices that would conceptualize Spanglish as the mixing of supposedly pre-existing unitary "English" and "Spanish" languages and cultures. There is real work to do in redesigning Spanish for a critically humanistic language education centered on understanding and respecting the complex identities and language practices of our students and ourselves, who come to Spanish in multiple ways, from diverse experiences, and for a variety of reasons.