{"title":"Kristin Snoddon","description":null,"products":[{"product_id":"telling-deaf-lives-book-kristin-snoddon-9781563686191","title":"Telling Deaf Lives","description":"The 8th Deaf History International Conference featured 27 presentations from members of Deaf communities hailing from 12 different countries around the world who related their own autobiographies as well as the biographies of historical Deaf individuals. Thus, they created a transnational phenomenon of widespread interest in the collection, documentation, and dissemination of Deaf History by and for members of the deaf community. Telling Deaf Lives brings together the best of these stories.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49938660163857,"sku":"CIN1563686198G","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1563686198.jpg?v=1751181724"},{"product_id":"critical-perspectives-on-plurilingualism-in-deaf-education-book-kristin-snoddon-9781800410732","title":"Critical Perspectives on Plurilingualism in Deaf Education","description":"This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50392370807057,"sku":"CIN1800410735VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52616195571985,"sku":"NLS9781800410732","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1800410735.jpg?v=1751280097"},{"product_id":"being-understood-book-kristin-snoddon-9781788921176","title":"Being Understood","description":"Experiences of not understanding and not being understood during interactions are a pervasive aspect of life for many deaf people, so ensuring understanding becomes a moral imperative in deaf worlds and part of deaf ontologies. Through a series of linked applied linguistics studies regarding the primacy of text, signing songs, the mediation practices of deaf interpreters and Caribbean deaf epistemologies of language and understanding, this book outlines theoretical and methodological approaches to analyzing deaf people’s experiences of understanding and being understood. These are grounded in a Continental philosophy of language and qualitative methods including autoethnography, interpretative interviews and phenomenology. The book explores issues surrounding linguistic and semiotic repertoires; access and affordances; orientation, sociality and power; and mediated communication. Ultimately, it reveals both the workings of epistemic injustice related to deaf signers and ways of understanding and being understood that extend beyond named languages.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51697677566225,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":51697677598993,"sku":"NGR9781788921176","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52525407797521,"sku":"NIN9781788921176","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52653840171281,"sku":"NLS9781788921176","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1788921178.jpg?v=1751185158"},{"product_id":"american-sign-language-and-early-literacy-a-model-parent-child-program-book-kristin-snoddon-9781563685279","title":"American Sign Language and Early Literacy - a Model Parent-child Program","description":"\u003cdiv\u003e \u003cp\u003eThe usual definition of the term \"literacy\" generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book \u003ci\u003eAmerican Sign Language and Early Literacy: A Model Parent-Child Program\u003c\/i\u003e. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children.\u003c\/p\u003e \u003cp\u003e       According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child's initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual's literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture.\u003c\/p\u003e \u003cp\u003e       Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families.\u003c\/p\u003e \u003c\/div\u003e","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51729160765713,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":51729162043665,"sku":"CIN1563685272VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1563685272.jpg?v=1750761409"},{"product_id":"critical-perspectives-on-plurilingualism-in-deaf-education-book-kristin-snoddon-9781800410749","title":"Critical Perspectives on Plurilingualism in Deaf Education","description":"This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. 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