In a report on meeting the language needs of refugees in Ireland, Little (2000) identifies two sets of language rights for refugees--stemming from the right to preserve their own language or languages as a central element of identity, and the right to enjoy free access to Irish society which entails the right to develop language proficiency in English. In the design of language provision it is vital that these rights are recognised, and that courses are designed to provide the language needed to participate in the new community, while acknowledging that English is an additional language and is not being learned in order to "replace" the mother tongue. Learning a language to live in a country where the language is spoken is not a simple matter of attaining an academic understanding of the language. Adults will learn and use a new language where there is a clear need for it. Better results can be expected when the texts used and methodology of courses are tailored to the practical communicative needs of participants. Courses should facilitate the development of learner autonomy and motivation with learners taking an active role in the planning of their courses. As language learning is a lifelong process, courses should foster the acquisition of the language learning skills needed to continue learning outside of the classroom and after the course has finished. Integrate Ireland Language and Training (IILT) has been developing and delivering courses based on these principles in centres around Ireland for several years. This article provides a brief overview of IILT's founding principles and provision followed by more detailed accounts of facets of the framework and supports which IILT has developed, with discussion of challenges met in their design and delivery. (Contains 3 tables.)