Based on a three-year ethnography, this article illuminates how institutions and individuals can support immigrants' language learning and settlement in today's globalized, multicultural societies. It focuses on how a Mandarin-English bilingual Chinese church's practices fostered a young couple's English learning and social economic inclusion into the evangelical Christian Chinese community in Canada. Drawing on the conceptualization of learning as "legitimate peripheral participation" (Lave & Wenger, 1991), concretized by concepts of "region" and "stage" (Goffman, 1959) and "social capital" (Bourdieu, 1977, 1986), I illustrate the multiple effects of this couple's increased participation in their church community. I then analyze how institutionalized, multiple forms of "mediation" (Vygotsky, 1978) opened up spaces for and assisted their increased participation. I argue that allowing ethnolinguistic minority immigrants a legitimate speaking position, at interpersonal, institutional, and ideological levels, facilitates immigrant language learning and integration. (Contains 7 footnotes.)