Situated in the field of Contemporary Applied Linguistics (Fabrício, 2006; Miller, 2013; Moita Lopes, 2006; Pennycook, 2006; Rajagopalan, 2003, this dissertation aims to understand how four teachers inserted in the job market of English language schools build their emotions associated with these educational institutions, herein understood according to the notions of place (Tuan, 2013) and nonplace (Augé, 2012). English language schools as places are linked to the idea of permanence and affectionate human relationships; as nonplaces, they can become spaces of transience and impermanence. For an understanding of how English language schools fit into the current education scenario, this research draws upon debates on contemporary education (Chaves, 2019; Laval, 2019), having as its theoretical foundations the studies about emotions and social life (Rezende; Coelho, 2010) and teachers emotions (Nias, 1996; Zembylas, 2002, 2003a, 2003b, 2004, 2005). The data was generated during informal conversations with the four participating teachers, and once generated, it was transcribed. Excerpts were selected and divided into three themed sections that depict different moments of these teachers before and after entering the job market. As a theoreticalmethodological tool, this qualitative research (Santos, 2013; Darlington; Scott, 2002; Denzin; Lincoln; 2006) is based on the Appraisal Theory (Almeida, 2012; Ikeda 2012; Martin; White, 2005; Vian Jr., 2011, 2012; White, 2004), stemming from the Systemic-Functional Linguistics (Halliday, 1994), to understand how emotions emerge through the teachers lexicogramatical choices in their evaluations of English language schools. The understandings point to the possibility that these institutions are felt as nonplaces, which suggests the need for the creation of a theoretical-reflective space in which teachers emotions are thought of as bringing meanings to their experiences (Zembylas, 2003).