In the 21st century, global flows politically, socially, economically, and environmentally are creating widespread movements of people around the world and giving rise to increased resettlements of immigrants and refugees internationally. The reality in most countries worldwide is that contemporary populations are multifaceted, multicultural, multiethnic, multiracial, and multi/plurilingual. And the experience of globalization has been conceptualised as space-time compression in which relocations and dislocations are lived out alongside persistent links with global diasporas. In this complex and dynamic environment, the need for sensitively designed and socially and culturally responsible educational and language programs for adult immigrants, migrants, and refugees who relocate, both voluntarily and involuntarily, across the world has never been greater. The body of literature that currently exists focusing on English language programs for adult immigrants and refugees is fragmented and underreported. Given the growing interest from and pressure on English language educators worldwide to research, develop, and theorize such programs, the need for a collection drawing from an international body of work is pressing. This article focuses on migrant identities and subjectivities and the relative investment in language learning within individual trajectories. It shows the thematic interests of researchers engaging with research in this field that are gaining sophistication as they seek to develop new ways of theorizing, illuminating, explaining, conceptualizing, and interpreting fundamental concerns within an important and growing sector of the globalized second language teaching world.