K Snoddon
Biographic Data
| ID | 49357 |
|---|---|
| NAME | K Snoddon |
| GIVEN NAMES | K |
| FAMILY NAME | Snoddon |
| SIGNATURE | SNODDON K |
| AFFILIATIONS | Toronto Metropolitan University |
| ORCID | 0000-0003-2866-5381 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Sign language ideologies in deaf education in Trinidad and Tobago
This paper, representing a multilingual Global South–Global North deaf research collaboration, reports and critically analyzes findings from interviews with 5 deaf adult and 5 sign language interpreter participants regarding their educational and training experiences in the postcolonial Caribbean environment of Trinidad and Tobago. Caribbean sign languages are frequently said to be varieties of American Sign Language (ASL) and/or to have been dis…
Deaf interpreters in a dangerous time: Towards a Canadian model for DI training
This article reports findings from semi-structured and focus group interviews regarding deaf interpreter (DI) developmental experiences and perceived training and professional development needs. This research, part of a three-year study of sign language ideologies and DIs, takes place in the context of Canadian accessibility legislation requirements for sign language interpreter provision and a corresponding perceived need to train more interpret…
Qualitative Research in Deaf Studies
Qualitative applied linguistics research in Deaf Studies focuses on real‐world problems involving sign languages as well as spoken/written languages. This entry describes the evolution of applied sign language linguistics and the role of Deaf Studies in reframing academic and popular conceptions of signing deaf people. Ethnographic and autoethnographic research, linguistic ethnography, and interview‐based qualitative research are some of the meth…
Reclaiming Indigenous Sign Languages and Supporting Accessibility and Inclusion for Indigenous Deaf Children and their Families
This paper reports data from a research study and workshop about reclaiming Indigenous sign languages and cultures, and strengthening services for Indigenous deaf children and their families and communities. The purpose of this workshop was for presenters to share their lived experiences and knowledge as deaf and hearing Elders, parents, and youth, including what resources were and were not available to them. Findings revealed themes including th…
Signing songs and the openings of semiotic repertoires
This paper presents an interpretative interview study that explores a song signer’s motivations and language ideologies as they emerge in translanguaging between languages and modalities. In signing songs, the limitations and proficiencies of deaf artists’ and audience members’ particular linguistic and semiotic repertoires come to the fore. The artist mediates between the affordances of the asymmetrically shared visual and auditory channels, as …
Brokering understanding: Canadian deaf interpreters’ role and practice
This article reports findings from semi-structured interviews with twelve Canadian deaf interpreter (DI) participants as part of a three-year study of language ideologies related to DIs. DIs are professional or amateur sign language interpreters and translators who are deaf and who may often but not always work as part of a team with hearing interpreters. When working with a hearing interpreter who uses the same national sign language, the DI's r…
Sign Languages
Ethnographic studies of sign languages illuminate and complicate the ways in which the category of sign language is differentiated from other categories, including the categories of language and non-language, different types of sign languages, and signed versus spoken languages. These studies also highlight how sign language ideologies emerge in particular contexts, methods, and interpretations of data. An ethics of nonnormative communication is …
Sign language ideologies and deaf interpreters in Canada
This article reports preliminary survey and interview data from a 3-year study regarding language ideologies related to deaf interpreters (DIs). DIs are professional sign language interpreters who are deaf and who may work as part of a team with hearing sign language interpreters. Survey data provide a snapshot of current DI demographics and reflect that most DIs are Canadian-born and from a grandparent generation. This suggests that a precarious…
Writing as Being: On the Existential Primacy of Writing for a Deaf Scholar
This article employs analytic autoethnography to study online events and social media that I participated in as a deaf scholar during the COVID-19 pandemic. With reference to Derrida’s philosophy of deconstruction, this article asserts the existential primacy of writing as a critical subject of inquiry for confronting normative language ideologies about what language is and how and where language is produced, received, understood, and performed
Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization
This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream educ…
Framing Sign Language as a Health Need in Canadian and International Policy
Sign language planning and policy in Ontario teacher education
The Social and Epistemological Violence of Inclusive Education for Deaf Learners
This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of s…
Introduction: Ideologies in sign language vitality and revitalization
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
Managing their own affairs: The Australian Deaf community in the 1920s and 1930s
‘Truly the deaf need protection from their friends’ (71) is the acid observation of one writer featured in the pages of The Deaf Advocate, the magazine once published by the former New South Wales
Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development
This paper discusses issues of language revitalization and linguistic prescriptivism related to the teaching of American Sign Language (ASL) in Canada. I describe the current and historical context for ASL teaching, including the increase in ASL course offerings at some postsecondary institutions, and discuss findings related to challenges in curriculum development and issues of prescriptivism as they recur in my study of developing an ASL curric…
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
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
Uncovering translingual practices in teaching parents classical ASL varieties
The view of sign languages as bounded systems is often important for deaf community empowerment and for pedagogical practice in terms of supporting deaf children’s language acquisition and second language learners’ communicative competence. Conversely, the notion of translanguaging in the American Sign Language (ASL) community highlights a number of recurring tensions related to standard language ideology and English-based sign systems in deaf ed…
Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of Deaf childhood
This paper considers Deaf time, or imagined futures of Deaf communities, as we question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. We probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric a…
Toward a social relational model of Deaf childhood
This paper advances a social relational model of Deaf childhood as a guiding framework for working with Deaf children in a present-day universal neonatal hearing screening and early intervention context. The authors discuss how Deaf children are contextualized in a medical model discourse, in a social model of Deaf childhood, and in a Deaf culture discourse. A social relational model is then discussed in with reference to a capability approach an…
Plurilingualism in Tesol: Promising Controversies
Equity in education: Signed language and the courts
This article examines several legal cases in Canada, the USA, and Australia involving signed language in education for Deaf students. In all three contexts, signed language rights for Deaf students have been viewed from within a disability legislation framework that either does not extend to recognizing language rights in education or that presents obstacles to systemic language planning. The limitations of disability rights legislation in each c…
Toward a social relational model of Deaf childhood
This paper advances a social relational model of Deaf childhood as a guiding framework for working with Deaf children in a present-day universal neonatal hearing screening and early intervention context. The authors discuss how Deaf children are contextualized in a medical model discourse, in a social model of Deaf childhood, and in a Deaf culture discourse. A social relational model is then discussed in with reference to a capability approach an…
Plurilingualism in Tesol: Promising Controversies
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
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
Introduction: Ideologies in sign language vitality and revitalization
Uncovering translingual practices in teaching parents classical ASL varieties
The view of sign languages as bounded systems is often important for deaf community empowerment and for pedagogical practice in terms of supporting deaf children’s language acquisition and second language learners’ communicative competence. Conversely, the notion of translanguaging in the American Sign Language (ASL) community highlights a number of recurring tensions related to standard language ideology and English-based sign systems in deaf ed…
Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of Deaf childhood
This paper considers Deaf time, or imagined futures of Deaf communities, as we question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. We probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric a…
Equity in education: Signed language and the courts
This article examines several legal cases in Canada, the USA, and Australia involving signed language in education for Deaf students. In all three contexts, signed language rights for Deaf students have been viewed from within a disability legislation framework that either does not extend to recognizing language rights in education or that presents obstacles to systemic language planning. The limitations of disability rights legislation in each c…
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
The Social and Epistemological Violence of Inclusive Education for Deaf Learners
This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of s…
Equity in education: Signed language and the courts
This article examines several legal cases in Canada, the USA, and Australia involving signed language in education for Deaf students. In all three contexts, signed language rights for Deaf students have been viewed from within a disability legislation framework that either does not extend to recognizing language rights in education or that presents obstacles to systemic language planning. The limitations of disability rights legislation in each c…
Toward a social relational model of Deaf childhood
This paper advances a social relational model of Deaf childhood as a guiding framework for working with Deaf children in a present-day universal neonatal hearing screening and early intervention context. The authors discuss how Deaf children are contextualized in a medical model discourse, in a social model of Deaf childhood, and in a Deaf culture discourse. A social relational model is then discussed in with reference to a capability approach an…
Plurilingualism in Tesol: Promising Controversies
Uncovering translingual practices in teaching parents classical ASL varieties
The view of sign languages as bounded systems is often important for deaf community empowerment and for pedagogical practice in terms of supporting deaf children’s language acquisition and second language learners’ communicative competence. Conversely, the notion of translanguaging in the American Sign Language (ASL) community highlights a number of recurring tensions related to standard language ideology and English-based sign systems in deaf ed…
Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of Deaf childhood
This paper considers Deaf time, or imagined futures of Deaf communities, as we question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. We probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric a…
Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development
This paper discusses issues of language revitalization and linguistic prescriptivism related to the teaching of American Sign Language (ASL) in Canada. I describe the current and historical context for ASL teaching, including the increase in ASL course offerings at some postsecondary institutions, and discuss findings related to challenges in curriculum development and issues of prescriptivism as they recur in my study of developing an ASL curric…
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
This paper discusses the meaning of inclusive education for deaf learners in a way that acknowledges the diversity of learner identities, and outlines problems with normative definitions of inclusive education as advanced by recent interpretations of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). This discussion calls on us to reconsider how the concepts of inclusion and segregation are understood i…
The Salamanca Statement and sign language education for deaf learners 25 years on
The Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex i…
Managing their own affairs: The Australian Deaf community in the 1920s and 1930s
‘Truly the deaf need protection from their friends’ (71) is the acid observation of one writer featured in the pages of The Deaf Advocate, the magazine once published by the former New South Wales
Commentary: Shapes and Sites of Deaf People’s Transinstitutionalization
This commentary describes our perspective on transinstitutionalization as deaf teachers and researchers from different regions of Canada, and accounts for some of the ways in which transinstitutionalization manifests in the lives of deaf people, particularly in educational settings. In the present day, so-called inclusive education is often presented as the progressive alternative to institutionalization, or deaf schools. However, mainstream educ…
Framing Sign Language as a Health Need in Canadian and International Policy
Sign language planning and policy in Ontario teacher education
The Social and Epistemological Violence of Inclusive Education for Deaf Learners
This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of s…
Introduction: Ideologies in sign language vitality and revitalization
Writing as Being: On the Existential Primacy of Writing for a Deaf Scholar
This article employs analytic autoethnography to study online events and social media that I participated in as a deaf scholar during the COVID-19 pandemic. With reference to Derrida’s philosophy of deconstruction, this article asserts the existential primacy of writing as a critical subject of inquiry for confronting normative language ideologies about what language is and how and where language is produced, received, understood, and performed
Sign Languages
Ethnographic studies of sign languages illuminate and complicate the ways in which the category of sign language is differentiated from other categories, including the categories of language and non-language, different types of sign languages, and signed versus spoken languages. These studies also highlight how sign language ideologies emerge in particular contexts, methods, and interpretations of data. An ethics of nonnormative communication is …
Sign language ideologies and deaf interpreters in Canada
This article reports preliminary survey and interview data from a 3-year study regarding language ideologies related to deaf interpreters (DIs). DIs are professional sign language interpreters who are deaf and who may work as part of a team with hearing sign language interpreters. Survey data provide a snapshot of current DI demographics and reflect that most DIs are Canadian-born and from a grandparent generation. This suggests that a precarious…
Reclaiming Indigenous Sign Languages and Supporting Accessibility and Inclusion for Indigenous Deaf Children and their Families
This paper reports data from a research study and workshop about reclaiming Indigenous sign languages and cultures, and strengthening services for Indigenous deaf children and their families and communities. The purpose of this workshop was for presenters to share their lived experiences and knowledge as deaf and hearing Elders, parents, and youth, including what resources were and were not available to them. Findings revealed themes including th…
Signing songs and the openings of semiotic repertoires
This paper presents an interpretative interview study that explores a song signer’s motivations and language ideologies as they emerge in translanguaging between languages and modalities. In signing songs, the limitations and proficiencies of deaf artists’ and audience members’ particular linguistic and semiotic repertoires come to the fore. The artist mediates between the affordances of the asymmetrically shared visual and auditory channels, as …
Brokering understanding: Canadian deaf interpreters’ role and practice
This article reports findings from semi-structured interviews with twelve Canadian deaf interpreter (DI) participants as part of a three-year study of language ideologies related to DIs. DIs are professional or amateur sign language interpreters and translators who are deaf and who may often but not always work as part of a team with hearing interpreters. When working with a hearing interpreter who uses the same national sign language, the DI's r…
Qualitative Research in Deaf Studies
Qualitative applied linguistics research in Deaf Studies focuses on real‐world problems involving sign languages as well as spoken/written languages. This entry describes the evolution of applied sign language linguistics and the role of Deaf Studies in reframing academic and popular conceptions of signing deaf people. Ethnographic and autoethnographic research, linguistic ethnography, and interview‐based qualitative research are some of the meth…
Sign language ideologies in deaf education in Trinidad and Tobago
This paper, representing a multilingual Global South–Global North deaf research collaboration, reports and critically analyzes findings from interviews with 5 deaf adult and 5 sign language interpreter participants regarding their educational and training experiences in the postcolonial Caribbean environment of Trinidad and Tobago. Caribbean sign languages are frequently said to be varieties of American Sign Language (ASL) and/or to have been dis…
Deaf interpreters in a dangerous time: Towards a Canadian model for DI training
This article reports findings from semi-structured and focus group interviews regarding deaf interpreter (DI) developmental experiences and perceived training and professional development needs. This research, part of a three-year study of sign language ideologies and DIs, takes place in the context of Canadian accessibility legislation requirements for sign language interpreter provision and a corresponding perceived need to train more interpret…
Hearing Impairment and Communication (20 works) · Sign language (19 works) · Linguistics (18 works) · Sociology (16 works) · Psychology (14 works) · Political science (12 works) · Language, Discourse, Communication Strategies (11 works) · Deaf education (9 works) · Pedagogy (9 works) · American Sign Language (8 works)