Papers by Francis John Troyan
Cryptologia, 1996
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Conte... more Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.
TESOL Quarterly
This article reports on an ethnographic case study of the professional identity development of Ma... more This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999)—“the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norton, 2017) in Mark's experiences across contexts in China and the USA. Ethnographic data included interviews, fieldnotes, classroom audio‐recordings, and other supportive data. The findings demonstrate the central mediating role of perezhivanie in allowing him to safely re‐envision identities in a given context based on prior experiences and knowledge. Mark's dynamic movement of in and out of his multiplicity of identities across contexts produced distinct perezhivanie experiences that informed the development of his identities and pedag...
Proceedings of the 2023 AERA Annual Meeting
TESOL Quarterly, Jun 6, 2023
This article reports on an ethnographic case study of the professional identity development of Ma... more This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999)—“the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norton, 2017) in Mark's experiences across contexts in China and the USA. Ethnographic data included interviews, fieldnotes, classroom audio‐recordings, and other supportive data. The findings demonstrate the central mediating role of perezhivanie in allowing him to safely re‐envision identities in a given context based on prior experiences and knowledge. Mark's dynamic movement of in and out of his multiplicity of identities across contexts produced distinct perezhivanie experiences that informed the development of his identities and pedagogies within and beyond those contexts. Methodologically, our approach was enhanced by the use of photo‐elicited interviewing. This methodology allowed Mark to tap into his multiple identities, including those that were assigned to him by the local context or by a broader policy context and those that he felt comfortable to take up. We conclude with implications for research and practice that examines language teacher identities and intersectionality through perezhivanie experiences in the past and explores the relationship among them and places them in conversation with present identities and experiences.
Foreign Language Annals
Contextualized within our Projects in Humanization in language teacher education and part of our ... more Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Profile—part of the foundations course in our language teacher education programs—guided language teachers in developing their understandings of their bi‐/multilingual language use, language ideologies, and systemic functional linguistics (SFL). In all three cases, examination of language use served as a window for the language teachers to observe their intersectionality or, in some cases, to become aware of it. Each language teacher took up the assignment in different ways, with the task as the context for reflection on language use and identi...
International Journal of Bilingual Education and Bilingualism
International Journal of Bilingual Education and Bilingualism
Journal of Language, Identity & Education
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment, 2022
This chapter presents the results of a nationwide questionnaire of world language teachers in the... more This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher...
Content-Based Foreign Language Teaching, 2016
Language and Education, 2020
To acknowledge the lasting and increasing influence of Halliday's theory of systemic functional l... more To acknowledge the lasting and increasing influence of Halliday's theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against minoritization of multilingual youth in schools and communities. Profiling the socio-historical background of SFL-based pedagogy in teacher education in Australia, the authors of this article conducted interviews with four SFL scholars and teacher educators from Australia who were greatly influenced by Michael Halliday and his theory of social semiotics. After a brief definition of CSFLP, we present the findings of our qualitative analysis of the interview with the four Australian SFL scholars. These findings illustrate the historical tensions, challenges, and opportunities in enacting CSFLP and point toward key affordances of the theory for teachers and teacher education.
Foreign Language Annals, 2017
This case study enabled researchers to understand the knowledge embedded in a world language teac... more This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content-based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I-PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I-PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI.
Foreign Language Annals, 2016
This case study reports the results of a genre-based approach, which was used to explicitly teach... more This case study reports the results of a genre-based approach, which was used to explicitly teach the touristic landmark description to fourth-grade students of Spanish as a foreign language. The instructional model and unit of instruction were informed by the pedagogies of the Sydney School of Linguistics and an instructional model for integrating the three modes of communication, as well as the literature on content-based instruction. An analysis of the writing of a focal student, Jackie, provides evidence of the potential of the pedagogy to develop students' ability to appropriate the linguistic representation of content in ways that current frameworks do not yet consider. Thus, implications of the findings are explored related to the integration of functional linguistics, genre theory, and genre-based pedagogy for instruction that is informed by the World-Readiness Standards, the ACTFL Proficiency Guidelines-Writing, and the NCSSFL-ACTFL Can-Do Statements for presentational writing.
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Papers by Francis John Troyan