The paper has emerged from a four-year case-study and experience in vocational and linguistic training. The prerequisites of the study are built on: the tremendous concern devoted to vocational training Europe-wide, the contribution of EU Leonardo da Vinci vocational training programmes to the development of VET, the experience in vocational training acquired at the home institution, the impetus given to educational research by the European principles regarding the recognition and validation of non- formal and informal learning, and, finally, the need to foster collaboration between training providing institutions and enterprises. Nevertheless, the study rests on further sources, including the foreign language teaching policy promoted by the Council of Europe, the growth of applied linguistics, the language theories in use, the language theories and the teaching rationales disseminated by the Council of Europe along with the evaluation strategies worked out by the same prominent European forum. The paper aims at conceptualising a useful framework for Teaching English for Vocational Purposes, which is intended to serve as an alternative and broader approach to English for Specific Purposes(ESP). The framework's strengths lie in providing a complex and integrative approach to teaching a EFL for professional purposes focused on theoretical training and adjoining practical-oriented activities or placements. The endeavour is intended to uphold a rationale of teaching EVP for various levels of proficiency and represents an attempt to reconcile the vocational dimension of training with the need for linguistic training. The present paper is expected to further enhance: 1) the formation/consolidation of communicative competence for business and other professional areas; 2) an improved, more end-effective and thorough acquisition of the special languages (business English) used in international business environments, in trade and financial contexts; 3) improved individual proficiency and scores in (oral) communication on the basis of a new theoretical training agenda. The conceptual framework goes out from Spolsky's educational linguistics and language pedagogy models and grows into a complex interdisciplinary model, embracing more than the already stated and acknowledged disciplines. It s expected to expand over all potential disciplines that have a bearing on the vocationally required linguistic (foreign language) competence of a learner. In theory, the input appears to come from all vocational components and equally to radiate back to them. The advantage offered by a profession-oriented approach is that it enhances the use of a profession-bound, purposefully designed methodology that gives the teacher clear clues as to what are the real, most useful and linguistically servicing ingredients that he may use for an effective and fast teaching/acquisition of a vocation- oriented linguistic corpus. The present study departs from a broad pedagogic perspective on language teaching, an approach that redefines EFL in terms of a complex process which seeks to develop all individual human and professional qualities necessary for an effective acquisition of a foreign language. This complex process will ultimately result in shaping up a new linguistic persona endowed with acquisition-forming qualities. This broad perspective exploits several pedagogic prerequisites in order to form/consolidate all or most of the qualities indicated by the descriptors that define the level of expertise of future professional experts. These qualities, human, professional, social, cultural and linguistic represent major variables of the teaching practice. The study seeks to bring justifying reasons and concrete examples to support it. It also attempts to relate the older communicative approach to foreign language teaching to the more trendy Lifelong learning approach and the on- going European non-formal and informal competence- recognition process.