ABSTRACT
Beginning with a brief overview of research on workplace communication in intercultural contexts, this chapter examines (potential) applications of such findings in vocational ESL contexts. Perceptions of internationally educated professionals as linguistically and culturally deficient, as well as the ubiquitous reliance of vocational ESL instruction on native speaker models, are highlighted as limitations no longer justifiable. In addition to addressing how workplace communication skills can be taught in language classrooms and workplace settings, existing societal, ideological barriers that challenge even the most linguistically competent migrant professionals in their attempts to position themselves as legitimate members of workplace cultures are considered.
