Back to top

Francis Troyan

Associate 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 an Associate 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, Director of the Fulbright FLTA Orientation at Ohio State, and faculty lead for the OSU-Fulbright Germany Seminar on Equity, Diversity, and Inclusion in Education. His interest in language use, language learning, and learning teaching grew out of his Sundays learning Polish with his grandparents. Based on these experiences, his passion for language, language use, and language ideologies developed.

In his work, he examines why, how, for what purposes, and in which situations students learn and teachers teach in world language classroom and other multilingual contexts. His 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. His current research in language immersion classrooms in the United States and multilingual education in France is informed by translanguaging, a theory of dynamic bilingualism (e.g., García, 2009), and 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, he investigates how teachers use language and students learn to use language in meaningful communicative contexts in immersion classrooms and traditional world language classrooms.

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 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 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 Publications

  • Troyan, F.J., Sembiante, S. F., King, N. (2019). A case for a functional linguistic knowledge base in world language teacher education. Foreign Language Annals, 1–26. https://doi.org/10.1111/flan.12410
  • 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 Educator12(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

Selected Presentations

  • Troyan, F.J., Sembiante, S. F., King, N. (2019). A case for a functional linguistic knowledge base in world language teacher education. Foreign Language Annals, 1–26. https://doi.org/10.1111/flan.12410

  • 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 Educator12(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