ABSTRACT
This chapter describes a study of how teachers of adult newcomers juggle the emotionally laden processes of teaching language and fostering students’ societal integration. Deleuze-Guattarian affect theory usefully reframes emotions, teacher thinking, and agency in relation to qualitative data from an online vignette-based questionnaire. The rhizoanalysis explores tensions between affects as problems-to-be-solved and as drivers of pedagogy. It underscores the affective power of texts in order to reassess the role of affect in selecting teaching materials. This analysis, informed by materialist theorizing, calls for a more complex take on newcomer language classrooms than has been possible through humanist-oriented applied linguistics.
