This research examines to what extent the language use needs of the local work environment can be considered when designing a university English language test. The study takes place at a Mexican university that has established the CEFR B1 level as a university exit requirement. This requirement has become a funnel, leading some students to modify their graduation plans until it is fulfilled. A questionnaire and a short semi-structured interview were applied to explore the face validity of the in-house developed General English Language Test. International work domain language descriptors at the B1 level were used to identify the workplace language needs within the local context. Professionals provided specific examples of language use activities within the workplace. The face validity of the test in use does not appear to meet the expectations of test takers, particularly about the domain in which the test is focused. Results reveal that although test takers are interested in using the language for social purposes, the professional and academic domains are more relevant and useful to their professional language use needs. The specific examples of language use activities allow a better understanding of the more commonly used competences in the local professional context. A Local Context-Sensitive Language Test (LCSLT) proposal is presented under an argument-based approach to test validation. Design patterns for language assessment have been adapted to allow mediation between the target language use domain and the test tasks.