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

Guest edited issues of refereed journals:

• Snoddon, K. (Ed.). (2021). Sign language-medium education in the global South. [Special issue] Deafness & Education International.
• Snoddon, K., & De Meulder, M. (Eds.). (2020). Ideologies in sign language vitality and revitalisation. [Special issue]. 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. 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. Mouton de Gruyter.
• Snoddon, K. (2020). L2/Ln parent sign language education. In R. Rosen (Ed.), The Routledge handbook of sign language pedagogy (pp. 293-306). 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 (pp. 85-100). 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). Karger.

Journal articles:

• Snoddon, K. (2020). Sign language planning and policy in Ontario teacher education. Language Policy. https://doi.org/10.1007/s10993-020-09569-7, external link, opens in new window
• 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. Deafness & Education International, 1-19. https://doi.org/10.1080/14643154.2020.1840763, external link, opens in new window
• Snoddon, K., & Weber, J. (2020). Commentary: Shapes and sites of deaf people’s transinstitutionalization. Canadian Journal of Disability Studies, 9(3). https://doi.org/10.15353/cjds.v9i3.644, external link, opens in new window
• Weber, J., & Snoddon, K. (2020). Intelligibility as a methodological problem in the rehearsal spaces of Apple Time, a signed. Sign Language Studies, 20(4), 595-618. https://doi.org/10.1353/sls.2020.0020, external link, opens in new window
• Snoddon, K., & De Meulder, M. (2020). Introduction: Ideologies in sign language vitality and revitalization. Language & Communication, 74, 154-163. https://doi.org/10.1016/j.langcom.2020.06.008, external link, opens in new window
• Snoddon, K., & Paul, J. J. (2020). Framing Sign Language as a Health Need in Canadian and International Policy. Maternal and Child Health Journal, 24(11), 1360-1364. https://doi.org/10.1007/s10995-020-02974-8, external link, opens in new window
  
• Murray, J. J., Hall, W. C., & Snoddon, K. (2020). The importance of signed language for deaf children and their families. The Hearing Journal, 73(3), 30-32.
  http://doi.org/10.1097/01.HJ.0000657988.24659.f3, external link, opens in new window
• Murray, J. J., Hall, W. C., & Snoddon, K. (2019). Education and health of children with hearing loss: The necessity of signed languages. Bulletin of the World Health Organization, 97(10), 711-716. https://doi.org/10.2471/blt.19.229427, external link, opens in new window
• Snoddon, K., & Murray, J. J. (2019). The Salamanca Statement and sign language education for deaf learners 25 years on. International Journal of Inclusive Education, 23(7-8), 740-753. https://doi.org/10.1080/13603116.2019.1622807, external link, opens in new window
• Snoddon, K. & Wilkinson, E. (2019). Problematizing the legal recognition of sign languages in Canada. The Canadian Modern Language Review, 75(2) 128-144. https://doi.org/10.3138/cmlr.2018-0232, external link
• Murray, J. J., Snoddon, K., De Meulder, M., & Underwood, K. (2018). Intersectional inclusion for deaf learners: moving beyond General Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. International Journal of Inclusive Education, 24(7), 691-705. https://doi.org/10.1080/13603116.2018.1482013, opens in new window
  
• Snoddon, K., & Underwood, K. (2017). Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of deaf childhood. Disability & Society, 32(9), 1400-1415. https://doi.org/10.1080/09687599.2017.1320269, external link, opens in new window
• Snoddon, K. (2017). Uncovering translingual practices in teaching parents classical ASL varieties. International Journal of Multilingualism, 14(3), 303-316. https://doi.org/10.1080/14790718.2017.1315812, external link, opens in new window
• Paul, J.J. & Snoddon, K. (2017). Framing deaf children’s right to sign language in the Canadian Charter of Rights and Freedoms. Canadian Journal of Disability Studies, 6(1), 1-27. https://doi.org/10.15353/cjds.v6i1.331, external link
• Snoddon, K. (2016). Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development. International Journal of Bilingual Education and Bilingualism, 21(8), 1004-1015. https://doi.org/10.1080/13670050.2016.1228599, external link, opens in new window
• Snoddon, K. (2015). Using the common European framework of reference for languages to teach sign language to parents of deaf children. Canadian Modern Language Review, 71(3), 270-287. https://doi.org/10.3138/cmlr.2602, external link, opens in new window

• 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