At home, Arabic and French flowed effortlessly as we conversed with family members. However, it was at school that I truly began to embrace both languages academically. My school was a unique blend of French and Lebanese cultures, where we had the privilege of learning in both languages. While Arabic was primarily reserved for subjects like History and Geography and Arabic as a language subject, French became the language of instruction for all other subjects like Math, Biology, sciences... French as a language in addition to History and Geography too! 

My initiation into the world of English came a bit later, when I was in third grade. After mastering French and Arabic, English seemed like a manageable addition. My early exposure to music when I was a kid (thanks Dad), where I paid meticulous attention to lyrics, gave me a head start and helped me pick up some words. I also cultivated daily habits like setting my iPhone's language to English and watching Netflix series with English subtitles. These seemingly small actions played a crucial role in accelerating my English language skills, and put me on a pedestal compared to my peers. Especially in a school where English was not really taken seriously, by the students, teachers and administration...

In the nurturing atmosphere of the GLFL (French-Lebanese School), I slowly but surely became the teachers' favorite student. This wasn't due to any preferential treatment but rather a result of my genuine enthusiasm for learning and our shared passion for languages. Some of my teachers became my best friends, and to this day, we remain in close contact.

Growing up in this vibrant and diverse learning environment did more than just enrich my linguistic abilities. It instilled in me a boundless curiosity and the resilience needed to face life's challenges head-on. While the academic rigor sometimes brought stress, it also gave me the determination to tackle any obstacles that came my way. The close-knit relationships with my teachers, who doubled as mentors, provided a support system that nurtured my growth not just as a student but as an individual.

My high school years further shaped my literacy narrative, introducing me to the problem-posing model of education. This approach encouraged critical thinking, fostering a space where students became co-creators of knowledge rather than mere recipients. It was here that I truly began to understand the power of active engagement in one's own learning journey, a realization that has profoundly influenced my worldview and personal identity.

As a proud Lebanese student, the concept of translanguaging resonates deeply with me. It's more than just a linguistic practice. It's a proof to my ability to navigate between cultures, languages, and identities. Translanguaging celebrates the fluidity and adaptability of my linguistic heritage, allowing me to express myself authentically and fully.

In conclusion, my literacy autobiography is not just a chronicle of my experiences with language and learning. It's a testament to the people, practices, and pedagogies that have shaped me. From the intimate lessons with family to the broader educational philosophies I've encountered, each chapter has contributed to the person I am today: a reflective learner, a proud mentor, and a beacon of my Lebanese heritage.