To learn the language of a new host community is both enabling and challenging for any immigrant, but particularly so for adult refugees. This volume examines the impact of a pedagogy which sets goal-setting at the heart of the ESL classroom. Through an ethnographic study conducted amongst adult refugees learning English in Ireland, the author creates a rich narrative account, presented episodically and thematically, of their diverse experiences, and asserts that the process of setting regular, personal goals in the classroom, supported by the European Language Portfolio in this case, fosters...