The situation in Hong Kong secondary schools, where teachers of remedial English use some Chinese (Cantonese) in their classes, prompted a study of the question of language use in such classes. A literature review found very few instances of a researcher trying to implement theories or suggestions in a classroom. A needs assessment questionnaire was sent to English-as-a-second-language teachers in 28 schools concerning their language choice and their frustrations in using one or another language in the classroom. In conjunction with the survey, a researcher kept a diary account of her experiences in using both Chinese and English in one remedial English class and only English in another, similar class. The diary account was reviewed in light of English language teaching literature and research, and four general observations are made: (1) complete avoidance of the native language was not possible; (2) some use of Chinese facilitated understanding, motivation, efficiency, and breadth of learning, but overuse and counterproductive use of the native language must be avoided; (3) a teacher strongly committed to the use of English in the classroom found it difficult to avoid reliance on Chinese; and (4) Chinese was used to explain vocabulary only when the translation was seen to enrich the students' general knowledge and when other methods were not succeeding. Implications for English language teaching and research methodology are examined. A questionnaire for Form I English remedial teachers, nine tables, and a bibliography are appended. (MSE)