This paper aims at examining the mechanism of co-enunciation in two different institutional settings and the functions performed by this phenomenon in these settings. To do so, the paper briefly presents an interactional and discursive perspective of the epistemic dimension of interaction. Next, we propose a definition of the notion of co-enunciation. The selected theoretical and methodological approach is used to analyze examples of co-enunciation in the contexts of initial vocational training and assessment interviews in the field of early childhood education. In these two contexts, the circulation of knowledge leads to a certain instability of reciprocal epistemic positions. Consequently, co-enunciation constitutes a resource with which the participants reveal epistemic (a)symmetries between them and the degrees of affiliation that these (a)symmetries entail.