Assistant Professor, Department of Teaching and Learning
Program Area: Foreign, Second, and Multilingual Language Education
Francis John Troyan is assistant professor of World Language Education and faculty advisor for the B.S.Ed. and M.Ed. Programs in World 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.
Troyan’s interest in language use, language learning, and learning teaching grew out of his early language experiences with his grandparents who were immigrants from Poland. Based on these experiences, he developed a passion for language, language use, and language ideologies. Specifically, in his work, Troyan examines why, how, for what purposes, and in which situations we use language. This interest has motivated his work as a classroom teacher, as a teacher educator, and as a researcher. Theoretically, Troyan’s passion for language use in context is fueled by Systemic Functional Linguistics (SFL) (e.g., Halliday & Matthiessen, 2013). This theory of language use considers the ways in which language functions in social contexts for particular purposes. This theoretical perspective informs his research and teaching in world language teacher development, ideologies and practices in language immersion and plurilingual education, and the writing development of world language learners.
To learn more, please visit Dr. Troyan’s website.
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
- 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
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.
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).
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.
Troyan, F. J., & Peercy, M. M. (forthcoming). 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. 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.
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. http://trema.revues.org/875
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