Saudi Arabia's tourism and hospitality sector is expanding rapidly under the national transformation agenda associated with Vision 2030. This expansion has increased the need for professionals who can use English not only as a general communicative resource but also as a workplace instrument for service delivery, intercultural mediation, digital interaction, and customer-experience management. Yet English courses for tourism and hospitality learners often remain attached to general proficiency models that give limited attention to the pragmatic, intercultural, role-specific, and digital demands of actual service encounters. This paper presents a structured narrative review of research published between 2020 and 2025, together with relevant Saudi policy and industry documents, to synthesise evidence on English-language needs in tourism and hospitality and translate that evidence into curriculum implications for Saudi education and training contexts. The synthesis indicates that English needs in this sector are best understood as role-based communicative performances rather than isolated language skills. Key areas of need include spoken interaction, listening under accent variation, service-specific vocabulary, pragmatic softening, complaint handling, intercultural explanation, persuasive communication, professional writing, and digital customer communication. The paper proposes a Saudi-oriented framework in which English training is organised around authentic scenarios, role clusters, service recovery, intercultural mediation, multimodal communication, and performance-based assessment. Because the review is based on published and policy evidence rather than direct workplace observation, the framework should be treated as an evidence-informed model requiring further empirical validation in Saudi tourism and hospitality workplaces.