Negotiating epistemic congruence

Based on fieldwork in an upper-secondary school Sweden, this paper centers Swedish as two school-subjects: (SWE) and a second language (SSL), taught one class. Adhering to separate curricula, by SWE SSL teachers respectively, they are often implemented physically separated subjects. By contrast, explores three different learning spaces relation everyday negotiations of belonging participation among the migrant learners: combined whole-class teaching, group, book-group discussions. Drawing from notion classroom contact zone (Canagarajah, 2020) theory spatial repertoire (Pennycook & Otsuji, 2014), I discuss how minoritized learners negotiated social linguistic these differently embodied spaces. Engaging ethnographic approach, data production consisted fieldnotes observations, audio-recorded book discussions semi-structured interviews. The material was analyzed means epistemic stance analysis. Findings indicate that while incongruence prevailed reverse found group. In space between opposites, served growing ground for congruence at interface SSL. article thus contributes insights into organization affects students navigate their multiple hybrid identities well extent which feel sense order fully participate educational practices.