Kristin Snoddon, PhD, is 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 language policy issues related to inclusive education, sign language rights, and acquisition planning for sign languages. Her current research focuses on sign language ideologies and ideologies of understanding related to deaf interpreters in Canada and the Caribbean. She is now leading an Employment and Social Development Canada-funded project for providing enhanced training and professional development to deaf interpreters.
Her book Being Understood: Deaf Interpreters, Embodied Language, and Relationality was published in 2026 by Multilingual Matters. She is also a co-editor of the book Professional Responsibility and Relationality in Deaf Education(Routledge, 2026) and lead editor of the book Critical Perspectives on Plurilingualism in Deaf Education (Multilingual Matters, 2021). Since 2016, she has served as Coordinator of the World Federation of the Deaf’s Expert Group in Education.