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Faculty of Community Services

Kristin Snoddon

Title:

PhD

Email Address:

ksnoddon@ryerson.ca

Specialization:

  • Inclusive education policy
  • Sign language planning and policy in early childhood
  • Literacy
  • Bilingualism
  • Disability studies

Biography:

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 recent 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 currently 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. Her books include the forthcoming Sign Language Ideologies in Practice (with Annelies Kusters, Mara Green and Erin Moriarty Harrelson). Her other publications have appeared in the Canadian Journal of Disability Studies, Canadian Modern Language Review, Current Issues in Language Planning, Disability & Society, International Journal of Bilingual Education and Bilingualism, International Journal of Inclusive Education, International Journal of Multilingualism, Sign Language Studies and Writing & Pedagogy.

Research Interests:

Research interests:

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

Current Courses:

  • 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

Selected Publications:

Books:

  • Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (Eds., in press). Sign language ideologies in practice. Berlin: Mouton De Gruyter.
  • Snoddon, K. (Ed.) 2014. Telling Deaf lives: Agents of change. Washington, DC: Gallaudet University Press.

Book chapters:

  • Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (in press). 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. (in press). 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. (in press). 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.
  • Snoddon, K. 2014. Baby sign as Deaf-gain. In H-D.L. Bauman & J.J. Murray (Eds.), Deaf-gain and the future of human diversity (pp. 146-158). Minneapolis, MN: University of Minnesota Press.
  • Snoddon, K. 2014. Hearing parents as plurilingual learners of ASL. In D. McKee, R. Rosen, & R.McKee (Eds.), Teaching and learning of signed languages: International perspectives and practices (pp. 175-196). Basingstoke, Hampshire: Palgrave Macmillan.

Journal articles:

  • Murray, J.J., Hall, W.C., & Snoddon, K. (accepted, in press). The necessity of sign languages in the education and health of children with a hearing loss. Bulletin of the World Health Organization.
  • Snoddon, K. & Weber, J. (accepted, in press). Commentary: Shapes and sites of deaf people’s transinstitutionalization. Canadian Journal of Disability Studies.
  • Snoddon, K. & Murray, J.J. (2019). The Salamanca Statement and sign language education for deaf learners 25 years on. International Journal of Inclusive Education. 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 
  • 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 UNCRPD. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1482013 
  • 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 
  • 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
  • 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). http://cjds.uwaterloo.ca/index.php/cjds/article/view/331/549
  • 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 
  • 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 
  • Snoddon, K. 2014. Ways of taking from books in ASL book sharing. Sign Language Studies, 14(3), 338-359. https://doi.org/10.1353/sls.2014.0010 
  • Snoddon, K. & Underwood, K. 2014. Toward a social relational model of Deaf childhood. Disability & Society, 29(4), 530-542. https://doi.org/10.1080/09687599.2013.823081

Professional Affiliations:

  • 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

Position Currently Held:

Associate Professor

Biography
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