I am Professor of Multilingual Language Education in the Department of Teaching and Learning, where I teach in the Bilingual, TESOL, and World Language Education programs and serve as Co-Director of the Buckeye Language Education Resource Center, faculty advisor for the B.S.Ed. and M.Ed. Programs in World Language Education, and Director of the online Graduate Certificate Program in Core Practices for World Language Education. In my research and teaching, I work to engage language teachers in critical reflection on their language use, identity, and ideologies in the classroom. Informed by my decades of work with performance assessment in language education in university and K-12 classroom classrooms, I have designed and implemented curriculum centered on the ACTFL Integrated Performance Assessment (IPA) (Adair-Hauck, Glisan, & Troyan, 2013; Adair-Hauck & Troyan, 2013; Troyan, Martel, & Zaitseva, 2025). Since 2024, I have served as the Co-Editor (with Kristin Davin) of Foreign Language Annals.

My research and teaching in practice-based approaches to language teacher education critically examine the content and teacher educator pedagogies involved in this approach to language teacher education and professional development. As part of this effort, I have developed and coordinate an online Graduate Certificate Program, which serves as a community of practice where participating teachers can learn to enact these core practices in their classrooms in collaboration with other teachers. At the same time, the program provides a context for researching world language teacher learning and allows us to further refine the core practices in our program. Based on this work, I received a 2021-2022 Fulbright FLEX Award to Colombia to collaborate with colleagues at la Universidad de Córdoba in Montería on the development of practice-based approaches.

My Fulbright-funded research in France and my immersion education research in Columbus focus on the opportunities provided to culturally and linguistically diverse students to use their linguistic repertoires in classroom interactions. In France, given the policy for multilingual education in Europe, my research—which has been published in Language and Education and Journal of Language, Identity, and Education—is helping to inform the development of more effective teaching practices for multilingual students in France. In Columbus, my immersion education research seeks to understand immersion teachers’ language use with their students, as well as the choices they make from their multilingual repertoires to enact culturally sustaining immersion pedagogy in dual language classrooms.