Kristin Snoddon

Kristin Snoddon, Ph.D is a deaf scholar and Associate Professor and Graduate Program Director with the School of Early Childhood Studies, Toronto Metropolitan University, Canada. Her research and professional experience include 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. Her current research focuses on sign language ideologies and ideologies of understanding.

• CLD 314: Literacy in the Early Years
  

• CLD 445: Inclusion and Consultation

• CS8929: Minority-Language Children

• Inclusive education policy

• Sign language planning and policy

• Plurilingualism

• Sign language ideologies
  

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 of Deafness & Education International, 23(3).
• Snoddon, K. & De Meulder, M. (Eds., 2020). Ideologies in sign language vitality and revitalization. Special issue of Language & Communication, 74.

Book chapters:

• Snoddon, K. & Wilkinson, E. (2021). Vulnerabilities, challenges, and risks in sign language recognition in Canada. In C. Cunningham & C. Hall (Eds.), Vulnerabilities, challenges and risks in applied linguistics (pp. 111-127). Multilingual Matters.

• Snoddon, K. (2021). Sign language planning and policy in Ontario teacher education. In K. Snoddon & J. Weber (Eds.), Critical perspectives on plurilingualism in deaf education (pp. 35-59). Multilingual Matters.

• Snoddon, K. & Weber, J. (2021). Introduction: Plurilingualism and (in)competence in deaf education. In K. Snoddon & J. Weber (Eds.), Critical perspectives on plurilingualism in deaf education (pp. 1-12). Multilingual Matters.
• 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 (pp. 3-22). Mouton de Gruyter. https://doi.org/10.1515/9781501510090-001

• 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 (pp. 143-162). Mouton de Gruyter. https://doi.org/10.1515/9781501510090-008

• Snoddon, K. (2020). L2/Ln parent education. In R. Rosen (Ed.), The Routledge handbook of sign language pedagogy (pp. 293-306). 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 (pp. 85-100). Palgrave Macmillan.

Journal articles:

• Snoddon, K. (2023). Sign language ideologies and deaf interpreters in Canada. Interpreting and Society, 3(2), 126-149. https://doi.org/10.1177/27523810231192263
• Snoddon, K. & Madaparthi, K. (2023). Conceptualizing the role of mediation in an online American Sign Language teaching model for parents of deaf children. Deafness & Education International, 25(1), 4-20. https://doi.org/10.1080/14643154.2022.2076010
• Snoddon, K. & Willkinson, E. (2022). The institutionalization of sign language interpreting and COVID-19 briefings in Canada. Translation and Interpreting Studies, 17(3). https://doi.org/10.1075/tis.21005.sno
• Snoddon, K. & Murray, J.J. (2022). Supporting deaf learners in Nepal via Sustainable Development Goal 4: Inclusive and equitable quality education in sign languages. International Journal of Speech-Language Pathology, 25(1), 92-95. https://doi.org/10.1080/17549507.2022.2141325
• Rowley, K., Snoddon, K., & O’Neill, R. (2022). Supporting families and young deaf children with a bimodal approach. International Journal of Birth and Parent Education, 9(3), 15-20.
• Snoddon, K. (2022). Writing as being: On the existential primacy of writing for a deaf scholar. Qualitative Inquiry, 28(6), 722-731. https://doi.org/10.1177/10778004211073071
• Snoddon, K. (2021). ‘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, 23(4), 276-294. https://doi.org/10.1080/14643154.2020.1840763
• Snoddon, K. (2021). Sign language planning and policy in Ontario teacher education. Language Policy, 20, 577-598. https://doi.org/10.1007/s10993-020-09569-7
• Ali, K., Braithwaite, B., Dhanoolal, I., & Snoddon, K. (2021). Sign language-medium education in the global South. Deafness & Education International, 23(3), 169-178. https://doi.org/10.1080/14643154.2021.1952507
• Snoddon, K. (2020). ASL and early literacy: From ASL phonological awareness to print literacy. Society for American Sign Language Journal, 4(1), 24-35. https://tigerprints.clemson.edu/saslj/vol4/iss1/1/
• Snoddon, K. (2020). The social and epistemological violence of inclusive education for deaf learners. Canadian Journal of Disability Studies, 9(5), 184-213. https://doi.org/10.15353/cjds.v9i5.695
• Snoddon, K. & Weber, J. (2020). Commentary: Shapes and sites of deaf people’s transinstitutionalization. Canadian Journal of Disability Studies, 9(3), 15-27. https://cjds.uwaterloo.ca/index.php/cjds/article/view/644
• Weber, J. & Snoddon, K. (2020). Intelligibility as a methodological problem in the rehearsal spaces of a deaf play, Apple Time. Sign Language Studies, 20(4), 595-618. https://muse.jhu.edu/article/763670
• 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
• Snoddon, K. & Paul, J.J. (2020). Framing sign language as a health need in Canadian and international policy. Maternal and Child Health Journal, 2974, 1360-1364. https://doi.org/10.1007/s10995-020-02974-8
• 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. International Journal of Inclusive Education, 24(7), 691-705. https://doi.org/10.1080/13603116.2018.1482013
• 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. https://doi.org/10.1097/01.HJ.0000657988.24659.f3
• 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
• 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
• Snoddon, K. & Wilkinson, E. (2019). Problematizing the legal recognition of sign languages in Canada. Canadian Modern Language Review, 75(2) 128-144. https://doi.org/10.3138/cmlr.2018-0232