Sarah Hopkyn
Datos Biográficos
| ID | 734445 |
|---|---|
| NOMBRE | Sarah Hopkyn |
| NOMBRES | Sarah |
| APELLIDO | Hopkyn |
| FIRMA | HOPKYN S |
| AFILIACIONES | Zayed University |
| ORCID | 0000-0003-0152-4108 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Sticky Objects and Places
This paper explores entangled emotions in an Abu Dhabi English‐medium university educationscape in relation to sticky objects and sticky places, which are objects/places saturated in affect through familiarity and repetition. Moving away from a lingua‐centric approach to linguistic landscape research, this ethnographic study explores Emirati students’ emotions not only in relation to language as discourses but also in relation to semiotics, objec…
From ‘lip service’ to ‘more language support needed’
The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities
A third player
As part of China’s Belt and Road Initiative (BRI), a series of large-scale projects have been launched in the Arab Gulf due to its geopolitically strategic position. We examine the influence of Chinese as a third player, in addition to Arabic and English, in a UAE university educationscape together with Emirati students’ attitudes towards its influence. The study takes a case study approach, which employs open-ended questionnaires with university…
Translingual Practices
Translanguaging and emotionality of English as a second language (ESL) teachers
Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teacher…
The politics of distraction in English-medium higher education across three global settings
English-medium instruction (EMI) is on the rise around the world due to globalization, internationalization and neoliberal ideologies which equate English with social capital, prestige, and success in the labour market. While many EMI policies aim to equip students with English as a ‘lingua academia’, produce ‘neoliberal subjects’ and compete in university ranking systems, such policies often overlook larger sociolinguistic, sociohistorical, and …
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Sites of belonging
English-medium education in multilingual university settings (EMEMUS) hosts a complex concoction of emotions amongst stakeholders. English-medium instruction (EMI) dominates higher education in the United Arab Emirates (UAE). For students, EMI creates both affordances and pressures resulting in pride, confidence, anxiety, guilt, shame, and (un)belonging. For university teachers, navigating EMEMUS can be an ‘emotion-laden process’ involving shifti…
Banal, civic, and cultural nationalism in the United Arab Emirates
Unlike other areas of the Middle East, where nationalism indexes war, border disputes and the dichotomy of ‘us / them’, nationalism in the UAE is usually considered ‘banal’. Banal nationalism, which refers to everyday unconscious flagging of nationalism, receives less attention than ‘hot’ nationalism. However, banal nationalism is not benign. Rather, chronotopic complexities in ‘imagined communities’ impact intercultural communication and belongi…
Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the Covid-19 pandemic
The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teachin…
Linguistic diversity and inclusion in Abu Dhabi’s linguistic landscape during the Covid-19 period
In Abu Dhabi, multilingualism amongst its highly diverse population is typical. However, with Arabic as the official language and English as the lingua franca, the population’s other languages are subordinate on public signage. Those proficient in English or Arabic have more access to information than those who are not. While effective communication is important in ordinary times, it is especially vital during a crisis. This study looks at COVID-…
The use of English and linguistic hybridity among Emirati millennials
For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard Arabic (MSA) is the official language of the United Arab Emirates (UAE), Emiratis mainly use Khaleeji (Gulf Arabic) dialects at home. English is the lingua franca and common medium of instruction with approximately 100 other languages also being spoken in the nation. While top‐down language policies overtly favor English and MSA, which appear on signag…
Creative hybridity over linguistic purity
Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic, complex and multifaceted. This article discusses the status of English in the UAE with three key periods of language change being identified, based on Schneider’s ‘dynamic model’ of postcolonial Englishes. The increasing impact of English as a lingua franca, and the recent shift towards English Medium Instruction at all levels of Emirati education a…
Linguistic diversity and inclusion in Abu Dhabi’s linguistic landscape during the Covid-19 period
In Abu Dhabi, multilingualism amongst its highly diverse population is typical. However, with Arabic as the official language and English as the lingua franca, the population’s other languages are subordinate on public signage. Those proficient in English or Arabic have more access to information than those who are not. While effective communication is important in ordinary times, it is especially vital during a crisis. This study looks at COVID-…
Sticky Objects and Places
This paper explores entangled emotions in an Abu Dhabi English‐medium university educationscape in relation to sticky objects and sticky places, which are objects/places saturated in affect through familiarity and repetition. Moving away from a lingua‐centric approach to linguistic landscape research, this ethnographic study explores Emirati students’ emotions not only in relation to language as discourses but also in relation to semiotics, objec…
Banal, civic, and cultural nationalism in the United Arab Emirates
Unlike other areas of the Middle East, where nationalism indexes war, border disputes and the dichotomy of ‘us / them’, nationalism in the UAE is usually considered ‘banal’. Banal nationalism, which refers to everyday unconscious flagging of nationalism, receives less attention than ‘hot’ nationalism. However, banal nationalism is not benign. Rather, chronotopic complexities in ‘imagined communities’ impact intercultural communication and belongi…
The politics of distraction in English-medium higher education across three global settings
English-medium instruction (EMI) is on the rise around the world due to globalization, internationalization and neoliberal ideologies which equate English with social capital, prestige, and success in the labour market. While many EMI policies aim to equip students with English as a ‘lingua academia’, produce ‘neoliberal subjects’ and compete in university ranking systems, such policies often overlook larger sociolinguistic, sociohistorical, and …
From ‘lip service’ to ‘more language support needed’
The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities
A third player
As part of China’s Belt and Road Initiative (BRI), a series of large-scale projects have been launched in the Arab Gulf due to its geopolitically strategic position. We examine the influence of Chinese as a third player, in addition to Arabic and English, in a UAE university educationscape together with Emirati students’ attitudes towards its influence. The study takes a case study approach, which employs open-ended questionnaires with university…
Creative hybridity over linguistic purity
Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic, complex and multifaceted. This article discusses the status of English in the UAE with three key periods of language change being identified, based on Schneider’s ‘dynamic model’ of postcolonial Englishes. The increasing impact of English as a lingua franca, and the recent shift towards English Medium Instruction at all levels of Emirati education a…
The use of English and linguistic hybridity among Emirati millennials
For Emirati millennials, multilingualism is both typical and expected. Although Modern Standard Arabic (MSA) is the official language of the United Arab Emirates (UAE), Emiratis mainly use Khaleeji (Gulf Arabic) dialects at home. English is the lingua franca and common medium of instruction with approximately 100 other languages also being spoken in the nation. While top‐down language policies overtly favor English and MSA, which appear on signag…
Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the Covid-19 pandemic
The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teachin…
Linguistic diversity and inclusion in Abu Dhabi’s linguistic landscape during the Covid-19 period
In Abu Dhabi, multilingualism amongst its highly diverse population is typical. However, with Arabic as the official language and English as the lingua franca, the population’s other languages are subordinate on public signage. Those proficient in English or Arabic have more access to information than those who are not. While effective communication is important in ordinary times, it is especially vital during a crisis. This study looks at COVID-…
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Sites of belonging
English-medium education in multilingual university settings (EMEMUS) hosts a complex concoction of emotions amongst stakeholders. English-medium instruction (EMI) dominates higher education in the United Arab Emirates (UAE). For students, EMI creates both affordances and pressures resulting in pride, confidence, anxiety, guilt, shame, and (un)belonging. For university teachers, navigating EMEMUS can be an ‘emotion-laden process’ involving shifti…
Banal, civic, and cultural nationalism in the United Arab Emirates
Unlike other areas of the Middle East, where nationalism indexes war, border disputes and the dichotomy of ‘us / them’, nationalism in the UAE is usually considered ‘banal’. Banal nationalism, which refers to everyday unconscious flagging of nationalism, receives less attention than ‘hot’ nationalism. However, banal nationalism is not benign. Rather, chronotopic complexities in ‘imagined communities’ impact intercultural communication and belongi…
Translingual Practices
Translanguaging and emotionality of English as a second language (ESL) teachers
Teaching is by no means ‘an emotion-free zone’, and teachers are often emotionally challenged in front of their students. When teaching and learning takes place via a second language, the emotional landscape of the classroom becomes especially charged. Often there is a notable gap between expected emotions or ‘emotional rules’ in English as a Second Language (ESL) classrooms and genuine emotions which results in ‘emotional labour’ for ESL teacher…
The politics of distraction in English-medium higher education across three global settings
English-medium instruction (EMI) is on the rise around the world due to globalization, internationalization and neoliberal ideologies which equate English with social capital, prestige, and success in the labour market. While many EMI policies aim to equip students with English as a ‘lingua academia’, produce ‘neoliberal subjects’ and compete in university ranking systems, such policies often overlook larger sociolinguistic, sociohistorical, and …
Sticky Objects and Places
This paper explores entangled emotions in an Abu Dhabi English‐medium university educationscape in relation to sticky objects and sticky places, which are objects/places saturated in affect through familiarity and repetition. Moving away from a lingua‐centric approach to linguistic landscape research, this ethnographic study explores Emirati students’ emotions not only in relation to language as discourses but also in relation to semiotics, objec…
From ‘lip service’ to ‘more language support needed’
The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities
A third player
As part of China’s Belt and Road Initiative (BRI), a series of large-scale projects have been launched in the Arab Gulf due to its geopolitically strategic position. We examine the influence of Chinese as a third player, in addition to Arabic and English, in a UAE university educationscape together with Emirati students’ attitudes towards its influence. The study takes a case study approach, which employs open-ended questionnaires with university…
Sociology (11 obras) · Linguistics (10 obras) · EFL/ESL Teaching and Learning (8 obras) · Multilingual Education and Policy (8 obras) · Second Language Learning and Teaching (8 obras) · Political science (6 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Politics (4 obras) · English as a lingua franca (3 obras)