The present study investigated how L2 students in L1-dominant upper-level undergraduate professional communication courses self-identify their needs in undertaking collaborative tasks such as writing professional documents and preparing for group presentations with L1 students. A survey was conducted on L2 students in these upper-level professional communication courses to explore how they negotiate the role of English as an international language and self-perceptions of their linguistic identity in communicative contexts in which they prepare for English-speaking professional communities. The results showed that L2 students in this study plan to pursue careers in English-speaking environments post-graduation, however, have a certain degree of anxiety in an L1-dominant environment. Many L2 students indicated in the results that they were self-conscious about their "non-native" status, which might have accounted for the kinds of support (e.g., more support from domestic students) wanted by L2 students as shown in the survey. This was further discussed in relation to the notion of "imagined communities" (Kanno & Norton, 2003) and native speaker model was revisited to discuss the results from critical perspectives, along with "functionalist polymodel approach" (Berns, 2006; Kachru, 1981; Van Horn, 2006) as a potential resource to consult to teach multilingual students in an L1-dominant environment.