Considerations unique to classroom research and problem-solving where the teacher is English-dominant and many students speak English as a Second Language are examined, and advice is offered to teachers. The discussion reflects the specific concerns of a group of graduate students in teacher education. An approach is outlined, in a conversational format, for teachers planning their first effort at classroom research in this context. Suggestions are offered for recording instructional concerns and ideas, generating and selecting research questions, anticipating problems, and dealing with change that may result from research. The particular issues encountered by several of the graduate students, and their resolution, are described. Teacher projects discussed include research on: the value of writing collaboration in a linguistically diverse group; written vs. oral teacher response to student journal entries; obtaining assistance in maintenance of portfolios for a large group of students with four native languages represented; and providing students with personal, psychological support. Work from the portfolio of one student is appended. (MSE)