Kristin Davin

photo of Kristen Davin
Associate Professor
COED 321A
704-687-8875

Profile

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
 

Education

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

TEACHING

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

RESEARCH

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

AWARDS

Distinguished Service Award - Illinois Council on the Teaching of Foreign Languages
 

community INVOLVEMENT

Chair of Research SIG, American Council on the Teaching of Foreign Languages

Selected Publications

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.