Professor & Program Director (FLED)
Dr. Kristin J. Davin is Professor of Foreign Language Education in the department of Middle, Secondary, and K-12 Education. Dr. Davin completed her Ph.D. from the University of Pittsburgh in 2011. 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. Dr. Davin has received numerous prestigious awards for her teaching, research, and service that includes the Award for Excellence in Research (2022), Thomas L. Reynolds Leadership Award for Excellence in Graduate Program Administration (2022), Educator of Excellence Award from the Southern Conference on Language Teaching (SCOLT), and the Anthony Papalia Award for Excellence in Teacher Education (2020).
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.
Davin, K. J., & Heineke, A. J. (2022). Promoting multilingualism in schools: A framework for implementing the Seal of Biliteracy. ACTFL Press.
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
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
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
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. https://doi.org/10.1177/1362168816654309
Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. Modern Language Journal, 100(4), 813-829. https://doi.org/10.1111/modl.12352