Kristin Davin



Kristin J. Davin is Professor of Foreign Language Education in the Cato College of 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.

Curriculum vitae


Ph.D. - University of Pittsburgh, 2011, Foreign Language Education
M.A.Ed. - Wake Forest University, 2004, Foreign Language Education
B.A. - Wake Forest University, 2003, Spanish and Communications


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


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.

Distinguished Service Award. (2016). Illinois Council on the Teaching of Foreign Languages.

Selected Publications

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.

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.

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. 

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

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.

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

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.

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

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.

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

Davin, K. J., Herazo, J. D., & Sagre, A. M. (2017). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research, 21(5), 632–651.

Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. Modern Language Journal, 100(4), 813-829.