This article continues the well-established discussion of the ethics of TESOL by adopting a praxis perspective that views TESOL as holistic, ethical and moral task, rather than a technical task of delivering learning outcomes in a new language. This article is informed by the authors' empirical research in Finnish preparatory classes, and in intensive English language schools in Australia, including interviews with teachers, students and educational leaders. Drawing on literature and this research we consider how English as an Additional Language or Dialect (EALD) and Finnish as a Second Language (F2) teaching can promote "a good life" for the individual learner and human kind.