This chapter advances an emotional turn in English Language Teacher Education from a Global South perspective. Through “Amelia’s” narrative, it argues that emotions shape teacher identity and should not be merely managed. A decolonial lens reveals how institutional norms silence emotions, while Latin American research often overlooks teachers’ emotional experiences. A selective review contrasts dominant cognitive/emotional-labor models with sociocultural and critical approaches, exposing gaps in embodiment, power, and mentoring. The chapter introduces “Emotionland”: a mentoring framework and inclusive pedagogy that validates emotions, fosters empathy and resilience, and repositions emotions as central, embodied, and political elements in teacher education.