In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.