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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

I am assistant professor of World Language Education, Director of the Online Graduate Certificate Program in Core Practices in World Language Education, faculty advisor for the B.S.Ed. and M.Ed. Programs in World Language Education, and faculty lead for the OSU-Fulbright Germany Seminar on Equity, Diversity, and Inclusion in Education. My interest in language use, language learning, and learning teaching grew out of my Sundays learning Polish with my grandparents. Based on these experiences, my passion for language, language use, and language ideologies developed.

In my work, I examine why, how, for what purposes, and in which situations students learn and teacher teach in world language classroom and other multilingual contexts. My research has evolved from being framed within a traditional foreign language education perspective to one that views language use as dynamic, emergent, and responsive to a particular sociocultural situation. My current research in language immersion classrooms in the United States and multilingual education in France is informed by a theory of dynamic bilingualism (e.g., García, 2009) that views language use as “languaging” and “translanguaging.” My research is also informed by Systemic Functional Linguistics (SFL) (e.g., Halliday & Matthiessen, 2014), a theory of language that describes how written and spoken language functions in social contexts and for particular purposes. Using these theoretical perspectives, I investigate how teachers use language and students learn to use language in meaningful communicative contexts in immersion classrooms and traditional world language classrooms.

Education

2013    Ph.D. in Foreign Language Education, University of Pittsburgh, Pittsburgh, Pennsylvania

2001    M.A. in Teaching French Language, Literature, and Culture, University of Pittsburgh, Pittsburgh, Pennsylvania

1998    B.S. in Elementary Education, University of Pittsburgh, Johnstown, Pennsylvania

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

Dr. Troyan’s research projects have included a Fulbright funded research project investigating student and teacher language practices in plurilingual classrooms in France; a Seed Grant from the College of Education and Human Ecology to investigate the ideologies, beliefs, and instructional practices of language immersion teachers; and an American Council on the Teaching of Foreign Languages Research Priorities grant to explore core practice development among world language teacher candidates. 

Selected Grants

Troyan, Francis John (PI). “Language Practices and Ideologies in Plurilingual Education in France,” Sponsored by the J. William Fulbright Foreign Scholarship Board and the Franco-American Commission, Private, Private, EUR 15,600. (January—June 2018).

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).

Selected Presentations

Troyan, F. J. (2019, May). Dévélopper des compétences en genres de textes académiques en immersion élémentaire: Une approche interactive [Developing language abilities in academic genres in elementary immersion: An interactive approach]. Invited presentation for CLIL@Louvain Symposium at the Université Catholique de Louvain, Faculty of Philosophy, Arts, and Letters, Louvain-la-Neuve, Belgium.

Troyan, F. J. (2019, May). A teacher repertoire for integration and translanguaging: A systemic functional linguistic perspective. Invited presentation for CLIL@Louvain Symposium at the Université Catholique de Louvain, Faculty of Philosophy, Arts, and Letters, Louvain-la-Neuve, Belgium.

Troyan, F. J., Harman, R., & Zhang, X. (2019, March). SFL praxis in teacher education: Looking backward and charting the future. Co-Chair/Co-Organizer of Colloquium at the American Association of Applied Linguistics, Atlanta, GA.

Harman, R., Troyan, F. J., & Zhang, X. (2019, March). The view of global SFL praxis from Australia. Paper presentation at the American Association of Applied Linguistics, Atlanta, GA.

King, N., & Troyan, F. J. (2018, November). Enacting Pedagogical Language Knowledge in a French Immersion Classroom: A Functional Linguistic Perspective. Paper presented at the Amercian Council on the Teaching of Foreign Languages, New Orleans, LA.

Troyan, F. J., & Cimino, J. (2018, November). Learning to Enact Practice-Based Pedagogy: A Collaborative Self-Study. Paper presented at the Amercian Council on the Teaching of Foreign Languages, New Orleans, LA.

Troyan, F. J. (2018, November). Mediation of a Teacher Candidate’s Learning of Functional Linguistics. Paper presented at the Amercian Council on the Teaching of Foreign Languages, New Orleans, LA.

Troyan, F. J., & Cimino, J. (2018, November). The Role of Self-Study in World Language Teacher Educator Preparation and Development. Invited presentation at the Amercian Council on the Teaching of Foreign Languages Teacher Development Special Interest Group Business Meeting, New Orleans, LA.

Troyan, F. J. (2018, November). Genre Matters in the Can Do Statements. Invited workshop at 2018 National Council of State Supervisors of Foreign Language (NCSSFL) and National Association of District Supervisors of Foreign Language (NADSFL) Joint Meeting, New Orleans, LA.

Troyan, F. J. (2018, September). Implementing integrated performance assessment in a university Italian program. Invited workshop at the Georgetown University Department of Italian, Washington, DC.

Troyan, F. J. (2018, April). Evaluation de la performance dans le cadre des documents de référence [Performance assessment within the context of learning standards]. Invited teacher workshop at the Université Catholique de Louvain, Faculty of Philosophy, Arts, and Letters, Louvain-la-Neuve, Belgium.

Troyan, F. J. (2018, April). Pedagogical languaging in a French immersion classroom: A functional linguistic perspective. Invited graduate seminar at the Université Catholique de Louvain, Faculty of Philosophy, Arts, and Letters, Louvain-la-Neuve, Belgium.

Getting to the core of practice in the world language classroom. Invited workshop for the Department of Modern Languages and Literatures, Case Western Reserve Univesity, November 2017, Cleveland, OH.

Getting to core of standards-based instruction in the world language classrooms. Invited daylong workshop for the Foreign Language Educators of New Jersey, November 2017, Monroe Township, NJ.

Integrated performance assessment from design to feedback on performance. Invited daylong pre-conference workshop at the American Council on the Teaching of Foreign Languages Annual Convention, November 2017, Nashville, TN.

Core practices in world language education (Part II). Invited daylong workshop for the Ohio Association of Teachers of Japanese, April 2017, Dublin Jerome High School, Dublin, OH.

Performance assessment in a standards-based grading system. Invited daylong workshop for the West Windsor Plainsboro School District, June 2017, West Windsor, NJ.

Designing integrated performance assessment: Transforming practice in university language learning. Invited daylong workshop for the Department of World Languages and Literatures, December 2016, Skidmore College, Saratoga Springs, NY.

Exploring the qualities of effective feedback on student performance. Invited webinar for the Connecticut Council of Language Teachers and the Ohio Foreign Language Association, December, 2016.

Using integrated performance assessment to design learning and instruction. Invited daylong pre-conference workshop at the American Council on the Teaching of Foreign Languages Annual Convention, November 2016, Boston, MA.

Language immersion: Research on teachers’ ideologies and perspectives. Invited plenary presentation at the American Council on the Teaching of Foreign Languages Annual Convention, November 2016, Boston, MA.

World language learning and assessment in the twenty-first century. Invited keynote address at Miami University Conference on the Teaching of Languages, October, 2016, Miami University, Oxford, OH.

Core practices in World Language Education. Invited daylong workshop for the American Association of Teachers of Japanese/Japan Foundation Summer Workshop for Japanese Teachers, July 2016, Old Dominion University, Norfolk, VA.

Selected Publications

Troyan, F. J., & Peercy, M. M. (2018). Moving beyond ‘Très bien’: Examining teacher educator mediation in lesson rehearsals. In J. Sharkey & M. M. Peercy (Eds.), Self-Study of Language and Literacy Teacher Education Practices Across Culturally and Linguistically Diverse Contexts, (pp. 263–281). Bingley, UK: Emerald Group Publishing, Ltd.

Troyan, F. J., & Davin, K. J. (2017). Using authentic resources to support all three modes of communication (Issue Introduction). The Language Educator, 12(4), 24–26.

Troyan, F. J., Cammarata, L., & Martel, J. (2017). Integration PCK: Modeling the knowledge(s) underlying a world-language teacher's implementation of CBI. Foreign Language Annals, 50, 458–476. doi: 10.1111/flan.12266

Peercy, M.M., & Troyan, F. J. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26–36. doi: 10.1016/j.tate.2016.10.005

Kaplan, C. S., Graham-Day, K. J. & Troyan, F. J. (2017) Starting at the end: Deconstructing standards as planning’s first step. The Language Educator, 12(1), 38–41.

Troyan, F. J. (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, (pp. 147–169). New York: Routledge/Taylor Francis.

Troyan, F. J. (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, (215–233). 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. https://journals.openedition.org/trema/3219
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