There are different strategies and tips which can be used. However, this article agrees that keeping in the target language from day one is important. She saves the classroom rules for another day and presents the tone that English won't be used very often. Classroom decorations with useful phrases and concepts should be used as an aid for struggling students.
The first day of instruction sets the tone for the rest of the year. This article presents one strategy and what the first day would be like. He uses the target language with written support from English on the board for a translation. He has a conversation with a student who he believes will be the troublemaker and introduces more vocabulary with this conversation.
This video discusses and reviews a journal article over situations when unneeded English may be involved and tips for strategies to change that mindset. Instead of providing verbal instructions in English, they should be in Spanish. Explaining concepts in English creates a mindset of distrust in yourself and your students for being able to have comprehensible input.
While some Englih is necessary to clarify classroom procedures at the beginning of the year, the 90% goal can seem daunting to some. Try to avoid English as much as possible; once it's introduced in a lesson, it has the ability to snowball. This article gives strategies from experienced teachers. What I enjoy most are the questions teachers should ask themselves before using English. If the teacher can't use the target language or simplify it, then perhaps it should be pushed back until later.
Maintaining the target language in the classroom is important because you, the teacher, are often the only exposure the student has with it in their everyday lives. While the benefits are great, so are the challanges, and this article discusses both as well as present videos with educators about the use of English in the classroom.
ACTFL guidelines recommend the magic 90%. They give brief suggestions on how to maintain that goal.The teacher should provide comprehensible input. For cognates, simply hearing or seeing the word can be enough. However, for the rest of the language and concepts, educators can use pictures and gestures.