Francis M. Hult's research while affiliated with University of Maryland, Baltimore County and other places

... The policy and practice of EMI should thus be viewed from a critical perspective. The use of EMI in classroom discourse should not only be regarded from a linguistic perspective but also linked to sociocultural, socio-political and socioeconomic perspectives to further contextualise its adoption and to also challenge the top-down approach and the ideology of native-speakerism in EMI policy and discourse (Fang, 2018;Houghton & Hashimoto, 2018;Ou et al., 2022). Moreover, if EMI is merely viewed from the perspective of native speakerism, linguistic diversity and various linguistic and multimodal resources may therefore be overlooked (Jenkins & Mauranen, 2019). ...

... First, at a micro-level, it is critical to increase parents' awareness of the importance of maintaining Teochew. Parents must be informed about the various benefits of multilingualism, including an awareness of linguistic diversity and inclusive language use to reflect on the notion of translanguaging (Fang & Liu, 2020;Liu & Phan, 2021;Ou, Gu, & Hult, 2021). Second, at a meso-level, school authorities must realize the importance and necessity of dialect protection and inheritance when promoting Putonghua. ...

... The study found that the teachers' language use in EMI was characterized by Chinese influences and translanguaging practices, and that their pedagogical practices were more topic-centered than problem-centered. Notably, this body of research paid increasing attention to translanguaging in EMI (Ou & Gu, 2021;Ou et al., 2020;Song & Lin, 2020;Wang & Curdt-Christiansen, 2019). Wang and Curdt-Christiansen (2019), for example, explored the translanguaging practices of a bilingual program at a Chinese university and identified four types of translanguaging practices, including bilingual label quest, simultaneous code-mixing, cross-language recapping, and dual-language substantiation. ...

... However, Shang and Guo (2017) also report that Malay and Indian shop owners, who are the minority, de-emphasised their ethnic languages to attract customers from all ethnic groups and sustain their business. Hult and Kelly-Holmes (2019), who focused on only one shop in Singapore's Chinatown, noticed that the owner used Scandinavian on their signs, something that appeared to be an anomaly in this public space where 6 English and Chinese predominate. The owner explained that they used these strategic semiotic resources to initially develop a customer base among Scandinavian sailors, but thereafter as a marketing practice to differentiate their shop from others in the area. ...

... For example, people in a community would be more outspoken, but they would write the term with less spoken language than in the general population. They cannot communicate effectively in their mother tongue, and social mobility is non-existent among them (Siiner et al., 2018;Zhao, 2018). As a result of social media's effect, people's literacy will evolve into digital literacy. ...

... Garrett (2010) identified three main approaches to studying the components of LP, including content analysis (or social treatment of language varieties), direct measures (large-scale surveys), and indirect measures (or speaker evaluation paradigm or matched-guise technique). Given these issues, multiple and mixed methods are used in many publications which in the last decade have included research using various sociological and textual methods (Hult & Johnson, 2015). They explored the top-down components of LPs by analyzing legal texts and interviews with experts to describe different types of LPs, including covert and overt. ...

... In Sweden, English closely follows the top-positioned national language Swedish, highly valued and visible in all levels of education as well as throughout society (Hult 2017) -"higher" in status than other minority languages in the country (Källkvist and Hult 2020). Despite Swedish remaining key in policies such as the Swedish Language Act (SFS 2009), hierarchization is evident. ...

... To that end, we highlight how five pre-service teachers from a larger group of 41 students used blogs during a nine-week international volunteer-teaching sojourn. We investigated what the blogs reveal about their historical body (what they brought to the experience), interaction order (the ways of doing in study abroad), and the discourses in place (the ways of thinking about language learning and teaching) (Hult, 2019). These aspects came together in a nexus of practice around language learning and teaching which provided insight into their development as practitioners. ...

... The aim of the present study is to fill the research gap regarding the evolution of Sweden's LPP orientations towards MTI based on a new diachronic corpus of key policy documents, and by applying the framework of language-planning orientations developed by Ruiz (1984). His three orientations − language as problem, language as right, and language as resource − have proven to be a fruitful approach to studying bilingual education, not the least the teaching of minority languages (Hult & Hornberger, 2016;Fránquiz et al., 2016). To my knowledge, Ruiz's orientations have so far only been applied to MTI in Sweden in one study, which focused on a single minority language (Vuorsola, 2019). ...

... Focusing on L2 literacy development, Hornberger's (1994) integrative framework on language planning also includes acquisition planning, which appears alongside status and corpus planning, a point that is also emphasized in Lo Bianco (2010). More recently, in June 2015, a Bridging Language Acquisition and Language Policy Symposium was convened at Lund University, Sweden (http://konfe rens.ht.lu.se/lpp-sympo sium/), suggests that an exploration of how to bridge LPP and SLA is much needed (see also Maarja et al. 2018). ...