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This study focuses on the role of plurilingual repertoires in the construction of identities among adolescents in the Arabian Gulf region. The region attracts numerous migrant workers, each contributing to the linguistic diversity of a largely multilingual yet under-researched population. We analyzed visual data - specifically language portraits (LPs) - and interview responses from twelve adolescents attending a Turkish school in this region. This school was chosen for two reasons: firstly, its plurilingual environment was representative of the diverse linguistic interactions we aimed to study, and secondly, the school offered convenient access to the study group as the first author was working there as a teacher. Our analysis contributes to the understanding of the complex and dynamic interplay between plurilingual repertoires and identity constructions. A thematic and metaphorical analysis of LPs reveals how the young participants navigated their identities amidst intricate relationships among social, territorial, imagined, and symbolic affiliations. These connections notably shape the dynamics of transit societies, particularly in settings where English is the common language.
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