This study examines how Arab students in the United Arab Emirates navigate and reconstruct their bilingual-biliterate identities through significant “turning moments.” These moments prompt self-reflection as students negotiate their language use in social, academic, and cultural contexts. Using a narrative inquiry approach based on “storying–restorying the self,” this research captures the lived experiences of nine bilingual students at high school, undergraduate, and graduate levels. Data were analyzed through moment analysis, tracing pivotal instances that shaped participants’ understanding of their identities. Findings reveal that key turning moments catalyzed participants’ sense-making processes, leading to the creation of new language spaces where they dynamically integrated both Arabic and English. This study underscores the importance of prioritizing real-life bilingual experiences in curriculum development and highlights how identity reconstruction is continuously influenced by social interactions and cultural expectations.
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