This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group / Master of Science (Hons)