Through the notion of linguistic entrepreneurship, my colleagues and I (De Costa, Park & Wee, 2016, 2019, 2021) have emphasized the affective, cultural, and moral dimensions of neoliberalism in language education. Through this construct, which we define as “the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one’s worth in the world” (De Costa et al., 2016, p. 697), we have illustrated how language learners and organizations often come to internalize the ideology of neoliberalism through the mediation of language. In a separate and parallel body of work on language teacher emotions, I have explored the emotion labor (Benesch, 2012, 2017) that teachers generally have to bear as a result of neoliberal demands placed upon them (De Costa, Rawal & Li, 2019; Lee & De Costa, 2022). In other words, teachers often comport their emotions in ways that are expected of them by their educational institutions, as they are subjected to the feeling rules (Zembylas, 2007) that these institutions impose upon them. Building on these lines of inquiry – linguistic entrepreneurship and emotion labor – I explore a sociolinguistics of education by looking at the dark side of English as a medium of instruction transnational higher education (EMI-TNHE; De Costa, Green-Eneix & Li, 2020, 2021) and its attendant emotional landscape. In particular, I examine the multi-scalar emotional consequences of EMI-TNHE on various language policy arbiters who are at once complicit in sustaining linguistic inequalities, while also falling victim to power disparities that characterize this global educational phenomenon.