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Francis Troyan

Assistant Professor, Department of Teaching and Learning

Program Area: Foreign, Second, and Multilingual Language Education

(614) 292-2586
troyan.14@osu.edu

Personal Website

Biography

Dr. Troyan is assistant professor of Foreign and Second Language Education and the faculty advisor for the BSEd and MEd programs in Foreign Language Education and the OSU Teaching Internship in France. His research focuses on language learning, language use, and language teaching in world language classrooms as a socially constructed process. Theoretically, Troyan's work is informed by two complementary perspectives. The first, Systemic Functional Linguistics (SFL) (e.g., Halliday & Matthiessen, 2013), considers the ways in which language functions in social contexts for particular purposes. The second cultural-historical activity theory (CHAT), positions learning and development as a co-construction between members of a community. These theoretical and methodological perspectives inform his work on world language teacher development, ideologies and practices in language immersion education, and the writing development of world language learners. 

Education

  • PhD, Foreign Language Education, University of Pittsburgh, 2013
  • MA, Teaching French Language, Literature and Culture, University of Pittsburgh, 2001
  • BS, Elementary Education, University of Pittsburgh, 1998

Research Interests

  • Assessment
    • Assessment in content-based instruction
    • Genre and functional linguistics in language assessment
    • Performance assessment in language teaching and learning
  • Bilingual, Multilingual, and Multicultural Education
    • Bilingual/multilingual/world language teacher education
    • Language ideologies in language immersion programs
    • Teacher practice in language immersion programs
  • Foreign Language Teacher Education
    • Bilingual/multilingual/world language teacher education
    • Core practices in language teacher education
    • Genre and functional linguistics in language teacher preparation
  • Teacher Education

Research Summary

Troyan’s research is informed by two complementary perspectives on language use. The first, Systemic Functional Linguistics (SFL) (e.g., Halliday & Matthiessen, 2013), considers the ways in which language functions in social contexts for particular purposes. The second, cultural-historical activity theory (CHAT), positions development and learning as a co-construction between members of a community. Collectively, these theoretical and methodological perspectives inform Troyan's work on world language teacher development, ideologies and practices in language immersion education and the writing development of world language learners.

Grants

  • Troyan, Francis John (PI), Bengochea, Alain (co-PI), and Gort, Mileidis (co-PI) "Investigating the ‘Responsiveness’ of Language Immersion Education," Sponsored by Sponsored by American Council on the Teaching of Foreign Languages (ACTFL), the National Federation of Modern Language Teachers’ Association (NFMLTA), and the Modern Language Journal (MLJ) 2015-2016 Research Priorities Grant, Private, $2,500 (July, 2015-June, 2016).
  • Troyan, Francis John (PI) and Bengochea, Alain (co-PI) "Investigating Ideologies and Responsive Practices in Language Immersion Education for Emergent Bilinguals," Sponsored by The Ohio State University College of Education and Human Ecology Office of Research SEED Grant, Private, $19,997 (December, 2014-April, 2016).
  • Katz, Laurie J. (PI), Gort, Mileidis (co-PI), Konrad, Moira R. (co-PI), Cannella-Malone, Helen I. (co-PI), Graham-Day, Kristall J. (Core Faculty), Mills, Monique, T. (Core Faculty), and Troyan, Francis John (Core Faculty).  "Project REMODEL: Restructuring to meet the needs of Ohio’s diverse exceptional learners," Funded by the Ohio Deans’ Compact-University of Dayton, Public, $249,806. (December 6, 2013-June 30, 2015).
  • Troyan, Francis John (Co-Principal Investigator with Kristin J. Davin, Ph.D., Loyola University Chicago), "Teacher Candidates’ Implementation of High-Leverage Teaching Practices: From the University Classroom to the Field Site," Sponsored by American Council on the Teaching of Foreign Languages Phase II Research Priorities Grant, Private (August, 2013-July, 2014).
  • Troyan, Francis John (Principal Investigator), "Research Priorities Grant," Sponsored by American Council on the Teaching of Foreign Languages, Private (November, 2010-July, 2011).

Presentations

  • Troyan, F. J., & Davin, K. J. (2015, June). Pre-service L2 teachers’ appropriation of praxis tools: Windows into concept development. Paper presentation at the second annual Thinking, Doing, and Learning Conference. University of Groningen. Groningen, The Netherlands.
  • Peercy, M. M., & Troyan, F. J. (2015, April). Learning to enact core practices: A collaborative self-study of new pedagogies in teacher education. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.
  • Troyan, F. J., Cammarata, L., & Martel, J. (2015, March). Examining the influence of K—12 foreign language teachers’ pedagogical content knowledge and a supportive school ecosystem on CBI implementation. Paper presented at the American Association for Applied Linguistics/Canadian Association for Applied Linguistics Joint Conference. Toronto, Ontario, Canada.
  • Sembiante, S., Troyan, F. J., & Bramli, A. (2015, March). “My writing doesn't look good because my native language is Russian”: How foreign language teacher candidates perceive their bilingual identities. Paper presented at the American Association for Applied Linguistics/Canadian Association for Applied Linguistics Joint Conference. Toronto, Ontario, Canada.
  • Kaplan, K. S., Sembiante, S., & Troyan, F. J. (2015, February). Unpacking the features of critical academic reflection in edTPA. Paper presentated at the American Association of Colleges of Teacher Education. Atlanta, GA.
  • Kaplan, K. S., & Troyan, F. J. (2014, November). Enhancing Candidates’ edTPA Commentaries—Unpacking the Reflective Genre. Paper presentation at the American Council of Teaching of Foreign Languages. San Antonio, TX.
  • Davin, K. J., & Troyan, F. J. (2014, November). Research Priorities Area: High Leverage Teaching Practices (HLTPs). Invited Plenary presentation at the American Council of Teaching of Foreign Languages. San Antonio, TX.
  • Troyan, F. J. (2014, April). Promoting intercultural learning through community-based project learning. Invited Plenary at the 6th International Conference: Building Cultural Bridges. Almaty, Kazakhstan.
  • Troyan, F. J. (2014, April). Investigating core practices in foreign language teacher preparation. Paper presented at the 6th International Conference: Building Cultural Bridges. Almaty, Kazakhstan.
  • Troyan, F. J., & Peercy, M. M. (2014, April). “Feedback from outside of my own head”: Rehearsals as opportunities for teacher learning. "Paper presented at the annual meeting of the American Educational Research Association. Philadelphia, PA. 
  • Troyan, F. J. (2013, May). Leveraging practice in foreign language teacher development: Exploring high-leverage practices with in-service foreign language teachers. Paper presented at the Eighth International Conference on Language Teacher Education, Washington, DC.
  • Troyan, F. J., & Adair-Hauck, B. (2012, November). The Integrated Performance Assessment feedback loop: Keys to improving L2 performance. Paper presented at the Amercian Council on the Teaching of Foreign Languages, Philadelphia, PA.
  • Troyan, F. J. (2011, November). Research priorities—Phase I: Moving language education forward. Plenary presentation at the American Council of Teaching of Foreign Languages. Denver, CO.
  • Troyan, F. J. & Wesely, P. (2011, November). Learner outcomes and processes: From National Standards to learner Attitudes, perceptions, and beliefs in language learning. Paper presentation at the American Council of Teaching of Foreign Languages, Denver, CO.
  • Troyan, F. J., & Cammarata, L. (2010, March). Implementing CBI in the foreign language classroom: Exploring the power of dialogic partnerships. Paper presented at the American Association for Applied Linguistics, Atlanta, GA.

Selected Publications

  • Troyan, F. J. (forthcoming 2016). Assessing what matters in content-based foreign language teaching through integrated performance assessment. In L. Cammarata, (ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York: Routledge/Taylor Francis.
  • Troyan, F. J. (forthcoming 2016). ‘Le Maine Francophone’: An expeditionary unit targeting the development of higher-order thinking skills. In L. Cammarata, (ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York: Routledge/Taylor Francis.
  • Troyan, F. J., & Kaplan, C. S. (2015). The functions of reflection in high-stakes assessment of world language teacher candidates. Foreign Language Annals, 48, 372-393.doi:10.1111/flan.12143
  • Davin, K. J., & Troyan, F. J. (2015). The implementation of high-leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48, 124–142.doi:10.1111/flan.12124
  • Troyan, F. J. (2014). Leveraging genre theory: A genre-based interactive model for the era of the Common Core State Standards. Foreign Language Annals, 47, 5–24.doi: 10.1111/flan.12068
  • Troyan, F. J. (2014). Preparing teachers for plurilingualism through language awareness, TREMA, 42. 
  • Troyan, F. J., & Cammarata, L. (2014). Finding “The Lost C”: Community learning partnerships through Expeditionary Learning. The Language Educator, 9(4), 42–45.

  • Davin, K. J., Troyan, F. J., & Hellmann, A. (2014). Classroom dynamic assessment of reading comprehension with second language learners. Language and Sociocultural Theory, 1, 1–23. doi: 10.1558/lst.v1i1.1
  • Adair-Hauck, B., Glisan, E. W., & Troyan, F. J. (2013). Implementing integrated peformance assessment. Alexandria, VA: ACTFL.
  • Adair-Hauck, B., & Troyan, F. J. (2013). A descriptive and co-constructive approach to Integrated Performance Assessment feedback. Foreign Language Annals, 46, 23–44.doi: 10.1111/flan.12017
  • Troyan, F. J., Davin, K. J., & Donato, R. (2013). Toward a practice-based approach for foreign language teacher preparation: A work in progress. Canadian Modern Language Review, 69, 154–180. doi: 10.3138/cmlr.1523
  • Troyan, F. J. (2012). Research on the National Standards: Defining the constructs and researching learner outcomes. Foreign Language Annals, 45, s118–s140. doi: 10.1111/j.1944-9720.2012.01182.x
  • Davin, K. J., Troyan, F. J., Donato, R., & Hellmann, A. (2011). Research on the Integrated Performance Assessment in an early foreign language learning program. Foreign Language Annals, 44, 605–625. doi: 10.1111/j.1944-9720.2011.01153.x
  • Troyan, F. J. (2007). Planning to meet a learning community’s needs. NECTFL Review (61), 141–151.