This research explores the engineering stream within the context of globalization, emphasizing the pivotal role of soft skills, especially for ESL (English as a Second Language) engineers. As the engineering workforce becomes more diverse and geographically dispersed, effective cross-cultural communication and collaboration have become imperative. Language barriers in ESL engineering environments not only lead to communication breakdowns but also impact teamwork, leadership, and project success. To address these challenges, interventions such as language training programs, mentorship initiatives, and cultural competence workshops are essential for ESL engineers to develop and demonstrate soft skills. Drawing on language acquisition theories—Behaviourist, Cognitive, Innatist, Interactionist, and Input Hypothesis—this study proposes strategies for enhancing language proficiency among ESL engineers in engineering education and professional development. Moreover, the integration of engineering education principles, including Problem-Based Learning, Active Learning Strategies, Multimodal Learning, and Project-Based Learning, offers a comprehensive framework to align language learning with the technical demands of the engineering profession. Cultural sensitivity emerges as a foundational element for effective communication in ESL engineering teams, fostering an inclusive environment and reducing the likelihood of conflicts. The study concludes by suggesting the adaptation of existing soft skills assessment models to the linguistic and cultural context of ESL professionals, paving the way for targeted interventions and enhanced interpersonal skills in the globalized engineering field.