as stated before teachers and researchers have signaled this tool as a sign of wekaness or lack of proficiency in the target language, believing that students learn a language more fluently if they only use one. Some educators seem to believe that if a student relies too much in their mother tongue, that eventually the acquisition of the second language will not be fully developed while code switching. This is one of the many reasons that educators think this tool should be discouraged in classrooms and make instruction an English only setting in order to have more of a positive setting and a welcoming learning environment. The more they are “forced to use the target language, the better they learn it (Palmer, 2009). With English being the dominant language spoken in communities and schools, the heritage language brought in by bilinguals is not seen as being as important as English. Reason being because of the state exams and the requirements that are expected especially with ELA state exams.
An important factor other than meeting state exam guidelines for bilinguals is how they feel in class invironments. Bilinguals are usually placed in dual language programs until they meet the standarized testing minimum. But, their value is not appreciated in classrooms where teachers make them feel uncomfortable or unwelcomed during their code switching conversations with others. The negative feedback that teachers have towards code switching flows into the classroom setting/environment where learners are not given the opportunities to participate in classroom participation. This negative perception has been around the block several times in the past, with the constant use of the dominant language and teachers not embracing this tool for the betterment of these students. There are teachers that do not allow students to participate or expres their understandings unless they speak English (targeg language), which it can be a very difficult task since this is the second language they are acquiring and do not feel comfortable in the classroom environment. It is imporant to make it clear to all students that they are valued and tha any differences between them have no bearing on how they will be treated in the classroom (Van Stone, 2013).