Given the role of emotional factors in effective teaching and inspired by a number of socio-philosophical, linguistic and psychological theories including Developmental, Individual-difference, Relationship-based (DIR) model and the concept of emotioncy, the present study is an attempt to introduce envolver as a new role for teachers. Sense-related emotions towards a word or an entity that can relativise cognition fluctuate from avolvement (having no feelings) and exvolvement (having heard, seen or touched) to involvement (having had direct experience or having done research). Accordingly, teachers seem to adopt an envolving role in which they avolve, exvolve or involve the learners in different classroom practices. By conducting semi-structured interviews, the researchers asked 24 language teachers to nominate the topics they preferred the learners to be avolved, exvolved or involved in class. The findings revealed thematised topics for each category, including taboos for avolvement, routine topics for exvolvement, and life-related and thought-provoking ones for involvement. Finally, the results were discussed in the context of education.

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