10.17192/ziaf.2025.5.1.8798 Schiesser, Alexandra Alexandra Schiesser Nell-Tuor, Nadine Nadine Nell-Tuor Kooperative Lernsequenzen unter mehrsprachiger Perspektive Code-Switching in Peer-Interaktionen Zeitschrift für Interaktionsforschung in DaFZ : Vol 5 No 1 (2025) Philipps-Universität Marburg 2025 Kooperatives Lernen, Mehrsprachigkeit, Peer-Interaktionen, Code-Switching, Safe Houses Cooperative learning, multilingualism, peer interactions, code-switching, safe houses 2025-12-15 2025-12-15 de JournalArticle https://journals.uni-marburg.de/0009/2025/354/8798 urn:nbn:de:hebis:04-0009-2025-354-87987 https://doi.org/10.17192/ziaf.2025.5.1 https://journals.uni-marburg.de/0009/2025/354/8798/8798.png 2750-249X application/pdf This article focuses on the question of the extent to which students use languages other than German in cooperative learning sequences. From a didactic perspective, there is a demand for the multilingualism of students in the classroom to be valued, with the teacher normally being responsible for organizing this (Gürsoy 2010; Gantefort +amp; Maahs 2020). But what about language diversity in schools when teachers are not involved in the teaching/learning process? The empirical basis of the article is data collected as part of the “Cooperate and Communicate” project (Nell-Tuor 2019; Nell-Tuor +amp; Schiesser 2025). Code-switching among students is examined from a conversation analysis perspective. The results of the analysis indicate that multilingual children switch between languages and varieties in a manner that is both addressee- and discourse-oriented (Auer 1998), thereby fulfilling both relationship- and task-related functions. Furthermore, the data indicate that the setting of cooperative learning promotes the use of multilingual skills (Ellwood 2008; Unamuno 2008). 2750-249X Zeitschrift für Interaktionsforschung in DaFZ Vol 5 No 1 (2025)