This case study examines how translanguaging, reading, and discussing culturally relevant graphic novels written in English, and dialogic interactions can support immigrant youth's self-exploration and English learning, especially within English language teaching (ELT) in South Korea (henceforth, Korea). This study illuminates the case of a weekly afterschool sessions designed for Ayra, the only multilingual Pakistani immigrant youth at a Korean-dominant high school in Korea. Findings from conversations across 10 sessions and observation notes reveal that dialogic translanguaging practices helped Ayra articulate her ideas and deepen her understanding of the graphic novel. This, in turn, led to a deeper understanding of her own life, as she navigated the liminal space between marginality and centrality. This study underscores the value of translingual dialogic interactions and culturally relevant young adult literature in ELT, advocating for inclusive practices that honor immigrant youth's linguistic choices and cultural insights while embracing their intimate stories.