Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants’ socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests.
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