This research explores the factors involved in the emergence of an independently organised informal language learner group in a community centre in Japan. The methodology applies PPCT (Process-Person-Context-Time) from Bronfenbrenner’s bioecological approach to provide a detailed perspective of the people and the settings over time to show how these factors interact to construct an emergent learner group. Multiple data sources were used, eliciting information about life experiences, beliefs, and opinions about language learning. The analysis looks at how and why this specific learner ecology emerges and how it can inform lifelong learning and healthy ageing policy. The findings show that by engaging in second language learning, the participants find meaningful involvement in the group by welcoming self-expression, diversity, and support through factors of resilience, self-management, and agency. The result is the emergence of a multilingual, multicultural, and multigenerational place of inclusion within the community. Willingness to Act is shown to be dependent on Power to Act, mediated by factors of Support, highlighting the dynamic interplay of factors outside the learner group. The research also shows the social importance of creating opportunities for autonomous informal language learning settings in the community while highlighting the impact of agency for older adults.