The role of emotions in learning has been the focus of much debate in teaching circles, as has the question of discussing controversial issues in the classroom. The aim of this small-scale inquiry was to investigate how two groups of intermediate level students of French as a foreign language expressed emotion in discussing the controversial issue of veganism. Our analysis focuses on the notions of ‘emotion lexicon’ and ‘rich point’ in exploring the video recordings of two classes engaged in discussion. We highlight how the students used a range of means to contribute to the discussion; their emotion lexicon appeared to be relatively limited but they made use of interactional and non-verbal means and communicated their feelings through the exchange of personal anecdotes and testimonies. We frame our approach within the tenets of critical pedagogy, and show how discussion of a controversial issue can trigger students’ engagement and further reflection. We conclude by emphasising the important role of the teacher, probably best fulfilled as a neutral guide in the discussion.