Communication takes place in a complex community composed of not just people speaking a particular language but also of various dynamics-speech varieties, acculturation, language shift, attitude to language choice, language loyalty, verbal repertoire, cultural, socio-cultural, and political factors-affecting language acquisition and language use. In our context today, the notion of community, which has been limited to face-face communication, needs to be extended to a more diverse and multi-modal environment where communication takes place-print, radio, television, and of course, social media. Hence, a paradigm shift is desired wherein the focus will be the impact of cultural expectations and social interaction on the acquisition and learning of a language and the role it plays in carrying out communicative functions effectively. Purposive Communication is a response to the ever-changing paradigm of the very intricate communication landscape. It is grounded on the notion that the ability to speak competently entails not only knowing the grammatical rules of language but also knowing what, how, to whom, and in what circumstances one should communicate. It is designed to cultivate students'''' communicative competence and enhance their cultural and intercultural awareness especially in this age of globalization. Further, it is an attempt to aid educators in moving away from a purely structure-focused linguistic instruction to a more social- and cultural-oriented discussion, so that students'''' speaking, writing and presentation skills to different audiences and for various contexts can be further developed. This book is divided into four chapters. Chapter 1 equips the students with the basic concepts about the nature and principles of communication, the communication process, and communication in multicultural settings. Chapter 2 introduces the students to communicating for various purposes, conveying messages through written communication, and expressing oneself through oral communication to convey idead effectively. Chapter 3 contextualizes communication as it guides the students in understanding workplace communication across different professions, writing workplace communication materials, and finally becoming an effective communicator in the workplace. In this chapter, the teacher is advised to use examples that are more suited to the chosen field or areas of specialization of their students for a more meaningful, productive, and relevant discussion. Finally, chapter 4 focuses on communication for academic purposes by guiding the students on the research process, academic writing style, and academic presentations in preparation for their future professions. Each chapter consists of lessons, divided into four sections, namely, Setting Goals, Getting Started, Getting it On, and Going Beyond. > Setting Goals - This section provides the learning objectives and competencies that students are expected to accomplish and demonstrate respectively at the end of the lesson. > Getting Started - This section includes a springboard that activates the students'''' background knowledge or introduces the topic followed by a discussion of the lesson. It also includes examples which are usually taken from real-life situations to better illustrate and concretize certain abstract concepts. A unique feature of this section is Pause and Reflect which allows the students to further process the texts and the concepts introduced in the lesson. > Getting it On - This section calls for the application of the concepts learned. The first sub-section, Think it Over, allows the students to review the basic concepts and deepen their understanding by answering comprehension questions. The second sub-s