Kristin Snoddon

Kristin Snoddon’s research and professional experience includes collaborative work with deaf communities in developing sign language and early literacy programming for young deaf children and their parents. Her longstanding program of research has focused on developing a parent American Sign Language curriculum that is aligned with the Common European Framework of Reference for Languages. Additionally, she analyzes policy issues related to inclusive education, sign language rights and acquisition planning for ASL.

Before coming to Ryerson, she taught at the University of Alberta and Carleton University. She serves as co-ordinator for the World Federation of the Deaf’s Expert Group on Deaf Education. She also serves as executive editor for Deafness & Education International.

• CLD 314: Literacy in the Early Years
• CLD 332: Families in a Canadian Context II
• CLD 445: Inclusion and Consultation
• CS8 929: Minority-Language Children

Research interests:

• Inclusive education policy
• Sign language planning and policy
• Early literacy
• Plurilingualism

Books:

• Snoddon, K. & Weber, J. (Eds., 2021). Critical perspectives on plurilingualism in deaf education. Bristol, UK: Multilingual Matters.
• Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (Eds., 2020). Sign language ideologies in practice. Berlin: Mouton De Gruyter.

Guest Edited Issues of Refereed Journals:

• Snoddon, K. (Ed., 2021). Sign language-medium education in the global South. Special issue of Deafness & Education International.
• Snoddon, K. & De Meulder, M. (Eds., 2020). Ideologies in sign language vitality and revitalisation, external link. Special issue of Language & Communication, 74.

Book chapters:

• Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (2020). Sign language ideologies: Practices and politics. In A. Kusters, M. Green, E. Moriarty Harrelson, & K. Snoddon (Eds.), Sign language ideologies in practice. Berlin: Mouton de Gruyter.
• Snoddon, K. (2020). Teaching sign language to parents of deaf children in the name of the CEFR: Exploring tensions between plurilingual ideologies and ASL pedagogical ideologies. In A. Kusters, M. Green, E. Moriarty Harrelson, & K. Snoddon (Eds.), Sign language ideologies in practice. Berlin: Mouton de Gruyter.
• Snoddon, K. (2020). L2/Ln parent education. In R. Rosen (Ed.), The Routledge handbook of sign language pedagogy. Oxfordshire, UK: Taylor & Francis/Routledge.
• Snoddon, K. & Underwood, K. (2018). A social relational model of Deaf childhood in action. In T. Curran, K. Liddiard, & K. Runswick-Cole (Eds.), The Palgrave handbook of disabled children's childhood studies. Basingstoke, UK: Palgrave Macmillan.
• Burke, T.B., Snoddon, K., & Wilkinson, E. (2016). Genetics and deafness: A view from the inside. In B. Vona & T. Haaf (Eds.), Genetics of deafness (Monographs in Human Genetics series, 20, pp. 1-8). Basel, Germany: Karger.

Journal articles:

• Snoddon, K. (2020). Sign language planning and policy in Ontario teacher education. Language Policy. Ahead of print.
  
• Snoddon, K. (2020). ‘It seemed like if you chose sign language you were going to be punished’: A narrative case study of participant experiences with supporting a deaf child in Ontario early childhood education and care, external link. Deafness & Education International. Ahead of print.
  
• Snoddon, K. & Weber, J. (2020). Commentary: Shapes and sites of deaf people’s transinstitutionalization, external link. Canadian Journal of Disability Studies, 9(3).
• Weber, J. & Snoddon, K. (2020). Intelligibility as a methodological problem in the rehearsal spaces of a deaf play, external link, Apple Time. Sign Language Studies, 20(4), 595-618.
• Snoddon, K. & De Meulder, M. (2020). Introduction: Ideologies in sign language vitality and revitalization, external link. Language & Communication, 74, 154-163.
• Snoddon, K. & Paul, J.J. (2020). Framing sign language as a health need in Canadian and international policy, external link. Maternal and Child Health Journal, 2974.
  
• Murray, J.J., Snoddon, K., De Meulder, M., & Underwood, K. (2020). Intersectional inclusion for deaf learners: Moving beyond General Comment No. 4 on Article 24 of the UNCRPD, external link. International Journal of Inclusive Education, 24(7), 691-705.
  
• Murray, J.J., Hall, W.C., & Snoddon, K. (2020). The importance of signed language for deaf children and their families, external link. The Hearing Journal, 73(3), 30-32.
• Murray, J.J., Hall, W.C., & Snoddon, K. (2019). PDF fileEducation and health of children with hearing loss: The necessity of signed languages, external link. Bulletin of the World Health Organization, 97.
• Snoddon, K. & Murray, J.J. (2019). The Salamanca Statement and sign language education for deaf learners 25 years on, external link. International Journal of Inclusive Education, 23(7-8), 740-753.
• Snoddon, K. & Wilkinson, E. (2019). Problematizing the legal recognition of sign languages in Canada, external link. Canadian Modern Language Review, 75(2) 128-144.
  
• Snoddon, K. & Underwood, K. (2017). Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of deaf childhood, external link. Disability & Society, 32(9), 1400-1415.
  
• Snoddon, K. (2017). Uncovering translingual practices in teaching parents classical ASL varieties, external link. International Journal of Multilingualism, 14(3), 303-316.
  
• Paul, J.J. & Snoddon, K. (2017). Framing deaf children’s right to sign language in the Canadian Charter of Rights and Freedoms, external link. Canadian Journal of Disability Studies, 6(1).
• Snoddon, K. (2016). Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development, external link. International Journal of Bilingual Education and Bilingualism, 21(8), 1004-1015.
  
• Snoddon, K. (2015). Using the Common European Framework of Reference for Languages to teach sign language to parents of deaf children, external link. Canadian Modern Language Review, 71(3), 270-287.

• Zero Project Innovative Practice (for Developing a Parent Sign Language Curriculum), 2016
  
• The Canadian Association of the Deaf Marshall Wick Award for Excellence in Deaf Education, 2015