In the last decade, Virtual Reality (VR) has been increasingly studied and used for educational purposes (Mellet-d’Huart & Michel, 2006; Gobin-Mignot & Wolff, 2019). Whilst this technology is highly adapted for technical skills training such as flying an aircraft or performing surgery, simulations through VR with language learners seem less relevant at first sight. However, previous work has highlighted numerous potentials, especially for the development of language skills which requires a rich contextualisation to ensure the necessary input and intake processes for aural/oral skills acquisition (Pekarek Doehler & Berger, 2018). We have sought to identify professional social places virtualized by VR applications, the results of which are presented as a taxonomy for teachers in English Professional Purposes (EPP). As mainstream VR applications are mostly designed for leisure purposes, we will discuss their integration into formal learning through the predominant role of educational scenarios that some applications require if they are used in a language teaching/learning context. We will show the value of VR in supporting situated learning specific to professional situations, as well as their potential for soft skills development. The results open the floor for questions that discuss whether VR applications are indeed a complementary resource among other authentic resources used in the classroom and whether they lead to a renewal of language learning practices.