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). Berlin: Mouton de Gruyter.
Snoddon, K. (2020). L2/Ln parent education. In R. Rosen (Ed.), The Routledge handbook of sign language pedagogy (pp. 293-306). 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.
Czubek, T.A. & Snoddon, K. (2016). Bilingualism, philosophy and models of. In G. Gertz & P. Boudreault (Eds.), The Deaf Studies Encyclopedia, Volume I (pp. 79-82). Thousand Oaks, CA: Sage Publications.
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.
Snoddon, K. (2011). Developing American Sign Language identity texts. In J. Cummins & M. Early (Eds.), Identity texts: The collaborative creation of power in multilingual schools (pp. 149-152). Stoke-on-Trent, UK: Trentham Books.