Writing in Somali

When conversing, Somalis speak in informal terms, but when writing, use formal language. For example, when writing, one will say Nabad galyo-formal (goodbye), but when speaking one might say macasalam (goodbye)

Writing in Spanish

Spanish maintains both formal and informal forms of address, particularly in second or third person singular and plural usages. In order to express a professional voice, we consider it most appropriate to use the usted form for most of the translated documents. This is also the most respectful approach, due to the demographics of our audience. There are times where  A large portion of our end users who prefer materials in Spanish are of the older generations who are accustomed to being addressed in a formal manner, particularly by younger people, in both verbal and written interactions.

Formal address can be seen with the use of usted, which affects the form of other words in the same or following sentence(s). There are also ways to speak and write formally without using usted (e.g. envió instead of informal enviaste).

For example:

• “Usted tiene hasta el 20 de septiembre para entregar su tarea y ganarse los puntos por el trabajo. ¿Envió un video cuando entregó la asignación?”
• “Usted necesita saber cuando estoy fuera del trabajo. “Le escribo para informarle que estaré fuera de la oficina por…”
• “Instrucciones: No olvide incluir un video cuando entregue la asignación.”

The exceptions would be in dialogues present in videos or texts (ex. captions), particularly those between educators and children. Here, the informal tú form is appropriate for children’s direct speech and for verbal exchanges between educators of approximately the same age. There may be other exceptions as when a very informal tone is used in English, and it translates better using the tú form. Translators may use their professional discretion as needed.

For Example:

• “Tú tienes hasta el 20 de septiembre para entregar tu tarea y ganar los puntos por el trabajo”
• “Tú necesitas saber cuando estoy fuera del trabajo. “Te escribo para informarte que estaré fuera de la oficina por…”
• “¡Vamos! ¡Tú puedes!”

Although language mixing resulting in different levels of “Spanglish” is common and even culturally valued in informal verbal exchanges, we consider that the professional quality of Cultivate Learning’s materials merits respect for the appropriate formal usage of the Spanish language in our translations.

While the current usage in English has only one form of address with the corresponding grammatical forms for “you, your, yours” (second person, singular and plural), Spanish has both formal and informal forms of address, with their corresponding grammatical forms, as follows:

For “you” singular and its possessive adjectives:
– Formal: usted, su, sus
   – Informal: tú, tu, tus

Note: There is a third form, vos, which is used in some countries and regions of Latin America, but not widely used among the Spanish-speaking population of the United States.

For the personal pronoun “you” plural and its possessive adjectives, there is only one form in Spanish, which is used in both formal and informal forms of address
– Plural of usted: ustedes, su, sus
– Plural of tú: ustedes, su, sus

For projects for NCQDTL and Head Start, the Head Start Style Guide for Translations into Spanish recommends the following:

• For content in Spanish published on the HeadStart.gov and HSICC communications, use the formal personal pronoun “usted.”
• Only for social media in Spanish, use the informal personal pronoun “tú.”

For projects for partners such as DCYF and others, the authors or translators will need to decide whether to use the formal or informal forms of address, depending on their target audiences. Either way, it is important to maintain consistency throughout the materials, only using the alternate form if it is part of a direct quote.

References

• Head Start Style Guide for Translations into Spanish
• A Brief Guide to Regional Variation of the Forms of Address (Tú, Vos, Usted) in Spanish

Writing in English

Whenever possible ask any person you are writing about which pronouns they use and use them. Don’t assume. It is acceptable to use they or them as singular in generic references to a single child. For example: When a toddler stomps their feet and throws blocks, they might be frustrated because they need your help to build a structure.

Another acceptable solution is to use plurals when possible, thereby eliminating the need for singular pronouns. For example: When toddlers stomp their feet and throw blocks, they might be frustrated because they need your help to build a structure.

Eliminate words that use man or men, such as chairman. Use person, as in chairperson, instead.

Writing in Somali

In Somali, gender is used to distinguish between male and female, sometimes referred to as masculine and feminine. Eg. isagu ‘he’ and iyadu ‘she’ kiisa ‘his’ keeda ‘hers’ Terms for non-binary individuals do not exist.

Writing in Spanish

Cultivate Learning writing style uses non-binary pronouns in English: they or them in place of he/she and him/her. In languages such as Spanish, it would sound very awkward to use the equivalents of these pronouns, as they are plurals being used to refer to singular people—and the plurals themselves are already gendered: masculine (or mixed) = ellos or feminine = ellas. However, there are certain strategies that can allow you to write with gender neutrality. Refer to the examples detailed in the table below:

There remain many instances where the gender cannot be removed. In these cases, it’s important to adopt an inclusive perspective and add both genders to the sentence. In an effort to promote gender equality in a language that is heavily male dominated, it is important to ensure feminine pronouns and adjectives are as visible as the masculine ones. Further discussion would be needed to translate appropriately in contexts where non-binary pronouns are crucial.

Do not use the symbols @ or x to gender neutralize words (i.e., maestr@s o niñxs) as these are not accepted by linguists and cause accessibility issues for screen readers. For specific cases where a person identifies as non-binary, the use of the pronoun elle has been gaining track. It is still an emerging pronoun, not used by many Spanish speakers or fully accepted by linguists. More consideration should be given.

Please see suggested guidelines for Spanish:

Guía práctica de lenguaje inclusivo 

Cómo elaborar mensajes con perspectiva de género

People-first language respectfully puts the person before a descriptive characteristic. This is most often used with language around disabilities; however, the principle can apply to other descriptive characteristics, too. In general, Cultivate Learning prefers a people-first model.

Note, however, that an increasing number of self-advocates and advocacy groups prefer the identity- first model. Proponents of this model argue it allows people to own their condition. This model places the condition or ability described as an integral part of the person’s identity. They argue that the people- first approach separates the person’s condition from their identity.

Consider the overall tone and use. Is the disability relevant to the piece? If it is, then explain why. Avoid language and words that could cast the subject or group in a negative light. Do not overgeneralize or oversimplify a person’s condition. Describe the condition as plainly and respectfully as possible. If a person has a disability, explain that disability.

Some examples:

• A person with autism may prefer to be identified as an autistic person because autism is an important part of their identity. Others object to the adjective autistic because it is sometimes used in a demeaning way. Similarly, people who are blind or deaf sometimes prefer to be known as blind people, deaf people or deaf-blind people. Identifying people’s characteristics gratuitously should be the most important consideration.
  • People first: A boy with autism = un niño con autismo
  • Identity first: An autistic boy = un niño autista
• Other circumstances call for people-first language (e.g., people with disabilities is preferable to disabled people because the latter could imply that people are useless).
• Sometimes there are terms written in one language as identity first language, and in another language translated to people first language.  Below is an example in English and Spanish about children who speak/learn in two languages:
  • Example: Dual language learners (DLLs) = niños y niñas que aprenden en dos idiomas
• Say a person who uses a wheelchair rather than a wheelchair-bound person.

Writing in Somali

Coming soon!

Writing in Spanish

Coming soon!