As a result of the recent European migration crisis, the learner population in L2 English classrooms in Scandinavia is now characterized by linguistic and cultural diversity, and both target and majority language proficiency may vary extensively in an English classroom (Källkvist et al, 2017).  Such changes also challenges the suitability of both an ‘English Only’ teaching ideology (Lundahl, 2012), and an alternation between target and majority languages in teaching L2 English. While translanguaging practices have gained research support (García & Wei, 2014), empirical studies of L2 English learning in situated interaction in multilingual L2 English classrooms in Scandinavia are scarce. Drawing on data from 13 video-recorded English lessons in multilingual classrooms (years 7, 8) of Swedish compulsory school, we examine situated language practices among learners in a linguistically and culturally diverse classroom, focusing on language-related problem-solving sequences. Data was transcribed and analyzed from a conversation analytic perspective (Sidnell & Stivers, 2013; Wei, 2005; Üstünel & Seedhouse, 2005). Focusing on participants’ use of available language resources in doing language-related problem-solving, we examine sequences from a vocabulary game activity in which learners have been instructed to explain English words to co-participants through reformulations and synonyms, and where co-participants compete in guessing words. We focus on learners’ collaborative, stepwise guesswork and meaning negotiation, particularly where understanding problems arise, such as orientations to two homonyms of a word. In these trajectories, learners draw on English, Swedish, and embodied action to make relevant and resolve task-related problems. Analyses reveal that in these multilingual groups, all languages are potential resources in problem-solving, but only English and Swedish are verbally displayed. However, analysis of post-negotiation accounts of the problems-at-hand reveal orientations to co-participants’ multilingual identities, and to English and Swedish proficiency identities. Also, blame for understanding problems is sometimes assigned to a learner’s ‘inner translanguaging’.