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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

I am Associate Professor of World Language Education, Director of the Online Graduate Certificate Program in Core Practices in World Language Education, faculty advisor for the BSEd and MEd 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. 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.

My practice in world language teacher preparation has its roots in my classroom experience as a language teacher. Since coming to Ohio State in 2013, I have engaged world language teacher candidates in long-term ethnographic research of their learning of genre theory and systemic functional linguistics. A recent study (Troyan, Sembiante, & King, 2019) examined the ways a novice French immersion teacher learned functional linguistics in our program’s foundations course and later appropriated this knowledge base in his field experiences, student teaching, first year of teaching in a French Immersion School. This, along with my dissertation research serves as the basis of a book manuscript for under contract with Routledge that outlines for teachers a Genre-based Approach to Contextualized World Language Assessment and Learning. Combining my work in genre with the performance assessment in the world language classroom, this book will articulate the genre-based approach and link it to the frameworks for world language assessment in the United States and Europe—i.e., the Can-Do Statements and performance assessments. Further, it will include as contributors scholars from the United States and other countries who are experts in genre-based pedagogies in a particular world language (i.e., Arabic, English as a Foreign Language, French, German, Italian, Spanish,) to exemplify the approach across a variety of languages and serve as a resource for world language teacher candidates and in-service world language teachers alike.

My commitment to equity, diversity, and inclusion has led to my current collaboration with Fulbright Germany and colleagues at Ohio State. Together, we offer a seminar for teachers from Germany to prepare them to address issues of equity, diversity, and inclusion in German educational contexts, where the cultural and linguistic landscape of classrooms is becoming increasingly diverse. This project is informed by my work in teacher education at Ohio State and my Fulbright-funded research in France for which I investigated immigrant student experiences in a public urban primary school classroom in southern France.

To support in-service world language teacher development, I collaborated with the American Council on the Teaching of Foreign Languages (ACTFL) and several regional and national language teaching associations around the country to host the inaugural Leadership Institute for Language Learning (LILL) at Ohio State in July 2015. Building upon the experience of LILL in 2015, and within the context of my work in core practices for world language education, OSU will begin an online Graduate Certificate Program in Core Practices for World Language Education. This certificate program, which will be available to practicing world language teachers around the United States beginning in Summer 2020, will help to develop the capacity of participating teachers to enact the core practices world language education. Meanwhile, the program will provide a context for researching world language teacher learning, as well as the refinement of the core practices that the field values.

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

My 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, 644–669. 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. (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.
  • Troyan, F. J. (2017, November). Getting to the core of practice in the world language classroom. Invited talk at Department of Modern and Classical Language Studies, Case Western Reserve University, Cleveland, OH.
  • Troyan, F. J., & Adair-Hauck, B. (2017, November). Integrated performance assessment from design to feedback on instruction. Invited daylong pre-conference workshop at the American Council on the Teaching of Foreign Languages Annual Convention, Nashville, TN.
  • Troyan, F. J. (2017, April). Core practices in world language education (Part II). Invited daylong workshop for the Ohio Association of Teachers of Japanese, Dublin Jerome High School, Dublin, OH.
  • Troyan, F. J. (2016, December). Designing integrated performance assessment: Transforming practice in university language learning. Invited daylong workshop for the Department of World Languages and Literatures, Skidmore College, Saratoga Springs, NY.
  • Troyan, F. J. (2016, December). Exploring the qualities of effective feedback on student performance. Invited webinar for the Connecticut Council of Language Teachers and the Ohio Foreign Language Association.
  • Troyan, F. J. (2016, November). Language immersion: Research on teachers’ ideologies and perspectives. Invited plenary presentation at the American Council on the Teaching of Foreign Languages Annual Convention, Boston, MA.
  • Troyan, F. J. (2016, October). World language earning and assessment in the twenty-first century. Invited keynote address at Miami University Conference on the Teaching of Languages. Miami University, Oxford, OH.
  • Troyan, F. J. (2016, July). Core Practices in world language education. Invited daylong workshop for the American Association of Teachers of Japanese/Japan Foundation Summer Workshop for Japanese Teachers, Old Dominion University, Norfolk, VA.