This article examines the results of a 17-week self-narrative portfolio project from a year seven classroom in Turkey. The practitioner research combines the frameworks of Cultural Historical Activity Theory and Figured Words in order to assess the differences in linguistic and identity growth between national and international students. I posit that even in places where concepts of identity are delicate and unchallenged, student autobiographies can create safe classroom spaces through which students can develop agency, linguistic skills, and authentic approaches to learning. By drawing additionally on Bakhtinian concepts of authoring the self alongside the concept of Figured Worlds and the heuristic of CHAT, I was able to explore how confronting one's ethnic identity is central in positioning oneself within a Figured World; metaphors are a way that students can cope with, confront, and overcome their internal conflicts with the Figured Worlds they step into; and moments of realisation occur when students express their conflicts, thus creating their own agency.