Kooperativität in Spielerklärungen zwischen neuzugewanderten Jugendlichen und ihren deutschsprachigen Peers Vivien Heller Internationale Klasse Kooperation knowledige disclaimers Nichtwissensbehauptungen embodiment körperliche Ressourcen game instructions cooperation Spielerklärung welcome class This article examines how newly immigrated children and adolescents, together with their German-speaking peers, navigate the tension between securing mutual understanding, language learning, and the recognition of positive social identities in explanatory activities. The study is based on video-ethnographic data collected within a ‘buddy project’ initiated by a comprehensive school. Using multimodal interaction analysis, four key practices are identified through which language-experienced peers facilitate mutual understanding and create opportunities for language learning—without explicitly categorizing language novices as newcomers. These practices include collective knowledge disclaimers, collaborative and multimodal demonstrations of game rules, creating opportunities for demonstrating understanding, understanding checks and code-switching. The findings suggest that these practices contribute to a cooperative framing of the joint activity. Philipps-Universität Marburg Marburg Deutschhausstraße 9, 35037 Marburg 2025 2025-12-15 2025-12-15 Text article urn:nbn:de:hebis:04-0009-2025-354-87941 ger 3101186-X 5 1 (2025) 1 https://journals.uni-marburg.de/ziaf/article/download/8794/8619 10.17192/ziaf.2025.5.1.8794 https://journals.uni-marburg.de/0009/2025/354/8794