Kristin Davin

photo of Kristen Davin
Associate Professor


Kristin J. Davin is an associate 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 is situated in Vygotskian sociocultural theory and focuses on second language development and assessment.

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


Second Language Development; Second Language Assessment; Teacher Development; Seal of Biliteracy

Selected Publications

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

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.

Toth, P. D., & Davin, K. J. (2016). The sociocognitive imperative of L2 pedagogy. Modern Language Journal, 100(S1), 148–168.

Davin, K. J., & Troyan, F. J. (2015). The implementation of high leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124–142.