Teaching is often seen as a respected profession, a vocation, and a contribution to the public good. It is however, also a job – work performed by an individual in return for money in order to live (Harris, 2017). Relatively little attention has been paid to aspects of teaching as a job such as: workplace conditions; salaries; schedules; and career trajectories; and how these influence the way languages like English are taught and learnt (Block, 2018). It is often remarked that innovations in technology, and flows of people and cultures have had great impacts in shaping what language teachers do, reconstituting the Ordinariness of language teaching work (teaching online, decentering nativeness, addressing intercultural communication etc.). However, there are instances in which the job of language teaching has become increasingly precarious (Kouritzin et. al. 2022) – with many forms of language teaching exclusively recognising contact hours (or ‘class time’) as recognised work time and paid as such (Simpson, 2023). The consequences of this are a redefining of the job of the language teacher, and a redrawing of the lines of paid and unpaid labour. Consequently, much of what many would consider to be part and parcel of the job of language teaching (lesson planning, professional development, interacting with learners outside of contact hours) are seen as exploitative unpaid labour, or as outside of teachers’ professional duties and responsibilities (not part of the job) and constitute a new Ordinariness of the job of language teaching. Drawing on data concerning the working lives of English teachers in Japan, the US, the UK, Spain, Germany, and online, this presentation addresses the question of what kind of job English teaching is becoming, by drawing out links between the working conditions of teachers and their 'oridnary' everyday pedagogical practices.