The provision of second language courses is a means through which campaign organisations promoting a more egalitarian, integrated and inclusive society are trying to achieve their aims. It is expected that, through these classes, migrant students will be enabled to break their isolation and to become more socially involved. This paper explores whether this can actually be achieved and if so the pedagogical factors and conditions that can endorse migrant students' social involvement. The findings are based on a qualitative research conducted in two such organisations. Choices of pedagogy regarding teaching methods, curriculum and extra-curricular activities are some of the most eminent factors that have emerged as influencing students' social involvement. These are all issues that can offer the basis for a critical examination of the social effects of our teaching, whatever the nature of our discipline or students. (Contains 4 footnotes.)