Taking a critical approach that considers the role of power and resistance to power in teachersâ affective lives Sarah Benesch examines the relationship between English language teaching and emotions in postsecondary classrooms. The exploration takes into account implicit feeling rules that may drive institutional expectations of teacher performance and affect teachersâ responses to and decisions about pedagogical matters. Based on interviews with postsecondary English language teachers the book analyzes ways in which they negotiate tensionâtheorized as emotion laborâbetween feeling rules and teachersâ professional training and/or experience in particularly challenging areas of teaching: high-stakes literacy testing; responding to student writing; plagiarism; and attendance. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching one positing teachersâ emotion labor as a framework for theorizing emotions critically and as a tool of teacher agency and resistance. . Language: English