Kooperative Lernsequenzen unter mehrsprachiger Perspektive Alexandra Schiesser Nadine Nell-Tuor Kooperatives Lernen, Mehrsprachigkeit, Peer-Interaktionen, Code-Switching, Safe Houses Cooperative learning, multilingualism, peer interactions, code-switching, safe houses 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). Philipps-Universität Marburg Marburg Deutschhausstraße 9, 35037 Marburg 2025 2025-12-15 2025-12-15 Text article urn:nbn:de:hebis:04-0009-2025-354-87987 ger 3101186-X 5 1 (2025) 1 https://journals.uni-marburg.de/ziaf/article/download/8798/8623 10.17192/ziaf.2025.5.1.8798 https://journals.uni-marburg.de/0009/2025/354/8798