CULTURES - SOMALI

Classroom Implications for Teaching Somali Students

Differences Between Somali Language and English

Much of this information has been adapted from http://www.culturalorientation.net which is an excellent resource for myriad aspects of Somali culture.

• There are only three English letters that are not used in Somali which are p,v, and z.
• There are seven consonants in Somali that are either pronounced differently or are not present in English. (c, dh, kh, q, r, and x) Teachers should pay particular attention to c, q, r, and x since the pronunciation of these letters is different in Somali.
• Teachers should be aware that there is only one sound per vowel in Somali and therefore students may have difficulty with the concept of long and short vowel sounds in English.
• Somali has double vowel sounds, but "aa, ee, ii, oo, uu" serve to extend the words pronunciation. When pronouncing words like moon or steep, Somali students may seek to apply this rule.
• As in Spanish and French, gender is implied by the definite article in Somali, a feature not present in English.
• Inflection is used to mark gender and number. The word inan in Somali can mean either boy or girl depending on where the accent lies. Likewise, the word dibi can mean either ox or oxen. The English system attaches suffixes to the root word to express the plural form of the word.
• Prepositions in Somali come before the verb instead of before the noun and there are only four different prepositions in Somali each of which has multiple meanings.
• There is no passive voice in Somali so teaching this to Somali students may be a challenge.

Teaching Strategies for Working with Somali Students

• Because Somalis have an oral tradition in their culture, many Somali students are adept at learning through this medium. Therefore, teachers should capitalize on this strength and use discussions as an instructional strategy.
• Develop their reading, writing, and oral language skills by using familiar topics and ones that are of high interest to them. This will help keep their motivation high and limit frustration.
• Compare elements of the Somali language and English and use these a teaching tool so that students understand the differences between L1 and L2.
• Many Somali students are refugees and therefore the most important element for teachers is to create a classroom environment that is safe for these students.