Kristin Davin

Profile

Dr. Kristin J. Davin is Professor of Foreign Language Education in the Department of Middle, Secondary and K-12 Education. She teaches undergraduate and graduate foreign and second language methodology and assessment courses. Her research focuses on second language development, second language assessment, language teacher development, and the Seal of Biliteracy. She is co-editor of Foreign Language Annals, the flagship journal of ACTFL. 

Curriculum vitae

Education

Ph.D. – University of Pittsburgh, Foreign Language Education
M.A.Ed. – Wake Forest University, Foreign Language Education
B.A. – Wake Forest University, Spanish and Communications

Teaching

• Methods in K-12 Foreign Language Teaching
• Assessment in the Teaching of K-12 Foreign Languages
• Lab in Content Pedagogy

Awards

Cato College of Education Distinguished Professor Award. (2025). University of North Carolina at Charlotte.

Thomas L. Reynolds Leadership Award for Excellence in Graduate Program Administration. (2022). University of North Carolina at Charlotte.

Award for Excellence in Research. (2022). Cato College of Education. University of North Carolina at Charlotte.

SCOLT Educator of Excellence Award. (2022). Southern Conference on Language Teaching.

Stephan A. Freeman Award for Best Published Article in Language Teaching. (2022). Northeast Conference on the Teaching of Foreign Languages.

Anthony Papalia Award for Excellence in Teacher Education. (2020). American Council on the Teaching of Foreign Languages.

Books

Heineke, A. J. & Davin, K. J. (2026). Pathways to the Seal of Biliteracy: Promoting multilingualism in elementary and middle schools. Georgetown University Press.

Davin, K. J., & Heineke, A. J. (2025). The Seal of Biliteracy in higher education: Harnessing students’ cultural and linguistic strengths at colleges and universities. Routledge.

Davin, K. J., & Heineke, A. J. (2022). Promoting multilingualism in schools: A framework for implementing the Seal of Biliteracy. ACTFL Press.

Heineke, A. J., & Davin, K. J. (Eds.) (2020). The Seal of Biliteracy: Case studies of language policy in practice. Charlotte, NC: Information Age Publishing.

Selected Articles

Dornburg, A., & Davin, K. J. (2025). ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases. ReCALL, 37(3), 332-347. https://doi.org/10.1017/S0958344024000272

Davin, K. J., & Donato, R. (2024). Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person. Modern Language Journal, 108(3), 670–687. https://doi.org/10.1111/modl.12947

Kissau, S., Davin, K., & Moore, K. (2023). Preparing Cherokee teachers in a world language education program. Journal of Teacher Education. https://doi.org/10.1177/00224871231165478

Davin, K. J., & Kushki, A. (2022). A Sociocultural perspective: Seeking evidence of development in a PACE approach to grammar instruction. Language Learning, 72(S1), 165–202. https://doi.org/10.1111/lang.12473

Davin, K. J. (2021). Critical language testing: Factors influencing students’ decisions to (not) pursue the Seal of Biliteracy. Harvard Educational Review, 91(2), 179–203. https://doi.org/10.17763/1943-5045-91.2.179

Sagre, A., Herazo, J. D., & Davin, K. J. (2021). Contradictions in teachers’ classroom dynamic assessment implementation: An activity system analysis. TESOL Quarterly. https://doi.org/10.1002/tesq.3046

Heineke, A. J., & Davin, K. J. (2021). Implementing the Seal of Biliteracy: A multiple case study of six high-awarding districts. Modern Language Journal, 105(2), 395–411. https://doi.org/10.1111/modl.12708

Davin, K. J., & Heineke, A. J. (2018). The Seal of Biliteracy: Adding students’ voices to the conversation. Bilingual Research Journal, 41(3), 312–328. https://doi.org/10.1080/15235882.2018.1481896

Kissau, S., Davin, K. J., & Wang, C. (2019). Recruitment and retention: Analyzing foreign language teachers’ motivation influences and perceptions. Teaching and Teacher Education, 78, 174–182. https://doi.org/10.1016/j.tate.2018.11.020

Donato, R., & Davin, K. J. (2018). The genesis of classroom discursive practices as history in person processes. Language Teaching Research, 22(6), 739-760. https://doi.org/10.1177/1362168817702672

Davin, K. J., Heineke, A. J., & Egnatz, L. (2018). The Seal of Biliteracy: Successes and challenges of implementation. Foreign Language Annals, 51(2), 275–289. https://doi.org/10.1111/flan.12336

Davin, K. J., & Heineke, A. J. (2017). The Seal of Biliteracy: Variations in policy and outcomes. Foreign Language Annals, 50(3), 486–499. https://doi.org/10.1111/flan.12279