Building on previous critical research regarding student resistance to English Language Teaching (ELT), this paper illustrates Chilean high-school English teachers' use of narrative to make sense of ideological challenges from students. While the government of Chile is promoting English in connection with the nation's export-oriented economic policies, this promotion of English has been resisted by leftist movements unrepresented within the current neoliberal "consensus;" coping with political resistance is a perennial challenge for English teachers. Through an analysis of dialogic voicing in narratives audiotaped during life-history interviews, the paper illustrates how Chilean English teachers make sense of their positioning within ideological struggles over the connection between ELT and global capitalism. Thus, this paper is a case study of how individuals invested in English as an international language cope with resistance to globalization within local contexts; I conclude by discussing the implications of my findings for ELT pedagogy and globalization studies. (Contains 4 footnotes and 1 table.)