Deficiency and Improvement of Somali Script

1. Introduction

The Importance of a Quality Written Language

Language is the foundation of communication and understanding within any society. When a language possesses a unified, established, and high-quality writing system, it becomes a key to broad development in many aspects. An unblemished written language is central to the transmission of knowledge, the preservation of heritage and culture, the enhancement of education, and the strengthening of social cohesion. It enables emerging generations to easily learn their history and the knowledge left by their predecessors, and in turn, to add new, documented knowledge. The quality of a language’s written form is directly linked to its capacity to become a language of science, education, and governance. Therefore, it is essential to have a Somali written form that is free from errors and ambiguities, so it can fulfill its developmental role.

Purpose and Scope of this Informational Text

This informational text aims to deeply analyze the shortcomings and deficiencies in the currently used Somali writing system. It will specifically investigate issues related to doubled vowels and consonants, the lack of representation for certain sounds, variations in vowel quality (ATR), and the need for official, unified rules to govern writing. The purpose is not only to identify errors but also to present a scientific analysis of the causes of these shortcomings and to propose practical recommendations and solutions that can contribute to the improvement and development of written Somali. This informational text will give special priority to written Somali sources and the perspectives of Somali experts, ensuring the accuracy of all presented information. The scope of this text will be limited to the analysis of the history of writing, existing challenges, and efforts aimed at achieving a high-quality written language.

General Overview of the Shortcomings

The shortcomings in written Somali are not a new issue but a long-standing one that has affected the education system, the growth of written literature, and official communication within Somali society in general. A written form lacking established and universally followed rules leads to misunderstanding, confusion, and the incorrect transmission of meaning. This particularly poses a challenge for students learning the language, as well as for the development of educational materials and Somali-based technological tools.

The shortcomings in written Somali are not merely technical issues related to spelling and grammar; they profoundly affect the language’s self-confidence and its ability to compete with other global languages, especially in this modern era where technology leads communication. When a language’s written form is rife with deficiencies and lacks a unified standard, it can instill a feeling in its speakers that their language is not modern or capable of meeting today’s academic and technological needs. This can lead people, especially the younger generation, to turn to foreign languages they perceive as more systematic and advanced than their own. Weakening the role of the Somali language in knowledge, research, and even daily communication can endanger the very existence and development of the language in the long term. Therefore, improving the quality of written Somali is a matter of special priority that requires a collective effort.

2. The History of Written Somali and Previous Rules

Early Attempts at Writing Somali

The need for the Somali language to have its own writing system was long-standing, and several attempts were made before the official adoption of the Latin script in 1972. This is aside from the “Wadaad’s script” (clerical script), which was Somali-adapted Arabic used previously, especially by religious scholars, as the name implies. Among these attempts was the Osmanya script, invented by Osman Yusuf Kenadid in 1922. Although this script was well-designed and reflected Somali sounds, it did not spread widely throughout Somali territories. Similarly, there was the Kaddare script, created by Hussein Sheikh Ahmed Kaddare in 1952. The Kaddare script was another testament to Somali innovation in writing, but it too was not officially adopted or universally used.

Although these attempts did not lead to a unified script adopted by all Somalis at the time, they clearly demonstrate the deep-seated desire and need for the Somali language to have its own writing system. They are also undeniable proof of the creativity and capability of Somali intellectuals who were working to find a unique script for their mother tongue. Reasons for the failure of these scripts to be implemented may include a lack of political support, financial challenges related to printing and dissemination, or competition arising from the simultaneous emergence of different scripts. However, the debates and experiences gained from these attempts paved the way for the final decision to choose the Latin script, benefiting from lessons learned from the obstacles that hindered the implementation of these earlier scripts.

Implementation of the Latin Script (1972) and the Somali Language Committee

After extensive efforts and debates, in October 1972, the Somali Revolutionary Government officially adopted the Latin script for writing the Somali language. This decision came after the Somali Language Committee, established on January 21, 1971, recommended the use of the Latin script for writing Somali. This committee included renowned Somali scholars and experts. According to some sources, members of the first committee that worked on script selection included: Muse Haji Ismail Galaal (Chairman), Yasin Osman Kenadid, Mahamuud Salah (Ladane), Dr. Ibrahim Hashi Mahamud, Khalif Sudi, Mustafe Sheikh Hassan, Shire Jama Ahmed, Hussein Sheikh Ahmed (Kaddare), and Yusuf Meygaag Samatar (Secretary). Other sources mention another committee chaired by Sharif Salah Mohamed, which might indicate that different committees worked on language matters at various stages, or that sources differ on member names. Regardless, these committees played a crucial role in preparing and implementing the official Somali script.

The adoption of the Latin script was accompanied by the Rural Development Campaign, which significantly contributed to the spread of Somali literacy throughout the country. This campaign resulted in a substantial increase in the public literacy rate, estimated to have reached up to 55%. Schools began teaching various subjects using written Somali.

The Foundation and Criteria Established for Writing

The Somali Language Committee, tasked with selecting and preparing the Somali writing system, established criteria and principles that formed the basis of their decision. These criteria included that the script should be simple for the general public, especially those with little education and children, to learn and use easily. Consideration was also given to avoiding the use of many special marks (diacritics) so as not to complicate writing and printing. Particular importance was given to the script being easily typable on international writing tools (international keyboard) and not incurring high costs. It was also considered that the chosen letters should represent most of the sounds found in the various Somali dialects and not cause confusion for readers.

On the other hand, the renowned scholar B.W. Andrzejewski, who played a significant role in Somali language studies, spoke in detail about the consideration given to the representation of vowel quality (ATR) and tone when the script was being developed. The importance of vowel quality differences (initially estimated at 20 different vowels – 10 short and 10 long) and tone, which changes word meaning, was recognized. However, to simplify language learning for the public, it was decided to simplify the representation of these sounds. Tone was entirely omitted from writing, while the number of vowels represented in writing was reduced to 10 (five basic short and five basic long), ignoring the distinction of ATR vowel quality in general writing. It was suggested that special marks (+ and -) be used only when detailed scientific clarification was needed, such as in dictionaries and grammar books.

The decisions made in 1972 balanced the need for a scientific writing system that accurately represented the language’s sounds and the urgent need to teach the public reading and writing broadly and quickly. Simplification was prioritized, which led to some important sounds of the language not being directly represented in the script. This, while facilitating initial learning, also became the basis for many of the shortcomings and ambiguities present in written Somali today. The urgent need to teach literacy led to the choice of a simple system, but this simplification resulted in the omission of additional marks crucial for distinguishing the meaning of certain words. These shortcomings still affect the understanding and use of written Somali.

Table 1: Basic Criteria Established by the Somali Language Committee (1972) for the Script This table below shows some of the most important principles and criteria that guided the Somali Language Committee when they were establishing the rules for the Latin script for Somali. These criteria are fundamental to understanding why written Somali is as it is today, and where revisions might be needed for improvement.

Criterion/Principle	Brief Explanation
1. That the letters have sound	Each letter should correspond to a specific sound.
2. That its written letters are simple	So that the public can easily learn and use them.
3. That special marks (diacritics) are not used	As much as possible, to avoid additional marks added to letters.
4. That it can be written with international tools	To be compatible with widely available international typewriters (international keyboard).
5. That it is economically inexpensive	That its printing and teaching do not incur high costs.
6. That it reflects the sounds of most dialects	That the chosen letters can represent the majority of sounds in Somali dialects.
7. That it does not cause confusion for readers	That the writing is clear and unambiguous.
8. That it is intended for native speakers	Not based on the needs of foreigners learning the language, but on the needs of native Somali speakers.
9. That it is standardized	That it has a common standard and system to be followed.

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3. Shortcomings in Contemporary Written Somali

Despite significant efforts in implementing written Somali, there are still shortcomings and ambiguities apparent in its usage that require serious attention. These shortcomings pertain to various aspects, including doubled vowels and consonants, representation of sounds not visible in writing, the influence of dialects, the orthography of compound words, and the use of punctuation marks.

3.1. The Issue of Doubled Vowels and Consonants

One of the most common areas of confusion in written Somali is the use of long vowels (aa, ee, ii, oo, uu) and doubled consonants. Although rules governing their writing were established, there is still a lack of consistency and understanding regarding their correct usage.

The doubled consonants in Somali are seven letters: M, N, L, G, R, D, and B. They can be summarized by the mnemonic phrase “M A N A L A G A R A A D B A A.” Basic rules for writing these consonants include:

• They occur between two vowels: The doubled consonant must be between two vowels, whether short or long.
• Their sound is emphatic: When pronounced, the doubled consonant has a strong, stressed sound, similar to letters with “shadda” in the Holy Quran.
• No other consonant precedes them: If another consonant precedes a letter eligible for doubling, it is not doubled, even if its sound is emphatic. For example, in the words “Labanlaab” (doubling) and “Raadraac” (tracing), the sounds of the second ‘l’ and ‘r’ are emphatic, but they are not doubled because another consonant precedes them.

Although these rules exist, there is still much “ambiguity” for some people regarding this issue, leading to many writings showing inconsistency in doubling. The main problem here is not the absence of rules, but the lack of understanding or disregard for existing rules and their direct impact on word meaning. The philosophy of “write it as you pronounce it,” one of the principles upon which Somali orthography was based, can be misleading if the sound system of the language and related grammatical rules are not deeply understood. Over-reliance on this philosophy without considering the specific rules of doubling leads to many writings being incorrect and potentially confusing for the reader, especially for language learners or non-native speakers.

Regarding long vowels, although they seem less problematic than doubled consonants, inconsistencies are sometimes observed, especially in informal writings. For example, the word “baan” (meaning “I will”) is sometimes incorrectly written as “ban.” This highlights the need to continuously reinforce awareness about the rules for writing long and short vowels.

Table 2: Rules for Writing Doubled Consonants This table briefly presents the basic rules for writing doubled consonants, which are important to understand for correct writing.

Doubled Consonant	Example Word	Applicable Rule	Further Explanation
MM	Ummad (nation)	It is between two vowels (U and A). The sound is emphatic.	E.g., ammaan (praise), qumman (perfect), summad (mark).
NN	Sannad (year)	It is between two vowels (A and A). The sound is emphatic.	E.g., hannaankii (the system), diinnaar (dinar), gunnimo (servitude).
LL	Gallad (reward)	It is between two vowels (A and A). The sound is emphatic.	E.g., lallabbo (nausea), xilli (time), billad (medal). (Note: ‘Lallabbo’ was in the original, ‘Gallad’ fits the rule better)
GG	Xoogga (the force)	It is between two vowels (OO and A). The sound is emphatic.	E.g., duugga (the old one), bogga (the page), seeggan (this missed one).
RR	Carrab (tongue)	It is between two vowels (A and A). The sound is emphatic.	E.g., berri (tomorrow), xarrago (elegance), gurracan (crooked).
DD	Waddan (country)	It is between two vowels (A and A). The sound is emphatic.	E.g., xiddig (star), addoon (slave), muddo (period).
BB	Aabbe (father)	It is between two vowels (AA and E). The sound is emphatic.	E.g., sabbi (boy), ubbo (bud), habboon (appropriate).
General Rule	Raadraac (tracing)	The sound of the second ‘r’ is emphatic, but it is not doubled because another consonant (‘d’) precedes it.	This shows that the rule of the preceding consonant is more important than the emphasis of the sound. Similarly, in ‘Awrta’ (the camels), ‘r’ is not doubled.

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3.2. Representation of Special Sounds Not Visible in Writing

The Somali language has specific sounds that are not directly represented in the currently used Latin writing system. The two main issues discussed here are the variation in vowel quality (ATR) and tone. Omitting the representation of these sounds has led to ambiguity and the merging of words with different meanings.

Variation in Vowel Quality (ATR – Advanced Tongue Root)

The phonetics of the Somali language recognize that Somali vowels are divided into two main types based on the position of the tongue root during pronunciation. This difference, known in linguistics as Advanced Tongue Root (ATR), affects vowel quality and causes words with identical spellings to have different meanings. For example, the word “duul” can have two meanings depending on the quality of the ‘uu’ vowel: duul meaning “to fly (like a bird)” and du̟u̟l meaning “to attack.” Similarly, keen (“bring”) and ke̟e̟n (“he brought”). The subscript symbol (̟) under the vowel is used to indicate its quality in scientific writing but is not part of everyday official script.

As noted by Andrzejewski, early research underlying the official script recognized the existence of up to 20 different vowel sounds (ten short and ten long) when considering ATR variation. However, to simplify script learning for the public, it was decided to limit the official script to only 10 basic vowels (five short: a, e, i, o, u; and five long: aa, ee, ii, oo, uu), omitting the ATR quality distinction. It was suggested that special marks, such as ‘+’ and ‘-‘ preceding the vowel, be used only when detailed scientific clarification was needed, such as in dictionaries and in-depth grammar books.

Omitting ATR representation in the official script, although intended for simplification, has created a significant “shortcoming” that affects the correct understanding of many words, especially for non-native speakers and new generations not well-acquainted with these sound variations. This is one of the major obstacles to improving the quality of written Somali. This ambiguity is problematic for language learning, text comprehension, and the development of language-related technology (such as speech-to-text and machine translation).

Tone and Its Impact

Somali is a tonal language, meaning that changes in the pitch level at which a letter or word is pronounced can alter the meaning of that word or its grammatical structure. For example, the word “inan” can be ínan (boy), with a high tone on the first vowel, or inán (girl), with a high tone on the last vowel. Similarly, tone can distinguish nouns from verbs or indicate the gender (masculine/feminine) of some nouns.

The currently used Latin writing system does not indicate tone. This causes many words that are spelled the same but have different tones to create confusion for the reader, especially if they are not well-versed in the general context of the sentence. Andrzejewski noted that when the script was initially being developed, it was proposed to use only four tonal marks for “emergency cases” where meaning could be obscured, but eventually, their use in general writing was completely abandoned to simplify learning.

The lack of tonal representation significantly complicates text comprehension, especially in literature, poetry, and verse, which often rely on tonal changes to convey emotion, rhythm, or specific meaning. It also poses a major obstacle to language learning for non-native speakers or generations raised in the diaspora who have not had the opportunity to naturally internalize the tonal system of their mother tongue. Since the true meaning of some words depends on the overall understanding of the sentence or prior knowledge of the language, a toneless script may not fully convey the author’s intended meaning.

Table 3: Examples of Similarly Spelled Words Differentiated by Tone and/or Vowel Quality (ATR) This table clearly illustrates the problem arising from the lack of representation of tone and vowel quality (ATR) in written Somali. It shows the reader concrete examples of how one spelling can have different meanings depending on the unwritten sound. This reinforces the need to find a solution to this issue.

Written Word	Meaning 1 (Explained by Tone/ATR)	Meaning 2 (Explained by Tone/ATR)	Type of Variation
inan	ínan (boy)	inán (girl)	Tone
duul	duul (to fly in the air)	du̟ul (attack)	Vowel Quality (ATR)
keen	keen (bring)	ke̟en (he brought)	Vowel Quality (ATR)
beer	béer (liver)	beér (farm/to farm land)	Tone
deyr	déyr (autumn season)	deyr (fence)	Tone

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Note: Some examples of tone like (beer, deyr) are generally known, but direct references were not found.

3.3. The Impact of Different Dialects on Unified Writing

Somali, like many other languages, has various dialects spoken in different regions inhabited by Somalis. Generally, Somali dialects are divided into two major groups: Maxaatiri and Maay. The official Somali script currently in use is largely based on the Maxaatiri dialect, particularly the Northern variety.

Dialectal variation can create challenges for unified writing. Some dialects, like Maay, have unique sounds not present in the Maxaatiri dialect upon which the official script is based. For example, the Maay dialect has the vowel [ʕ] (a pharyngeal approximant, often transcribed similarly to the consonant ‘c’) which is not found in other dialects, and it also lacks the pharyngeal consonants ‘c’ (/ʕ/) and ‘x’ (/ħ/) found in standard Somali. Similarly, the Benadiri dialects spoken in southern coastal regions have additional sounds not present in standard Somali.

Differences in sounds, words, and even grammar between dialects can cause speakers of dialects far from the one underpinning the official script to experience difficulties in understanding and using unified writing. This can lead to a feeling that their dialects have been neglected or not given due importance. Although unified writing is crucial for national cohesion and understanding, it is essential to recognize and consider dialectal diversity. This may require further studies on these dialects, finding ways to document literature and knowledge in these dialects, or even considering how these unique sounds could be represented in writing when needed, without complicating the simplicity of general writing. The ultimate solution to this issue requires broad consultation involving language experts, representatives from regions where different dialects are spoken, and relevant government institutions.

3.4. The Writing of Compound Words and the Need for Official Rules

One of the areas with the most confusion in written Somali is the orthography of compound words or those composed of two or more words forming a specific meaning. It is often unclear when words should be joined, when they should be written separately, and when a hyphen (-) is needed. For example, a text on Somaliatalk presented examples like “Bare-yaal” (Teachers-plural) and “Barayaal” (Teachers), “Biyamareen” (Water-channel) and “Biyo-mareen” (Water-channel), illustrating the existing variation.

Prof. Abdalla C. Mansuur, Chairman of the Regional Somali Language Academy (AGA) in Somalia, specifically addressed this issue in his article titled “HABDHIGAALKA SAXDA AH EE MAGACA AF SOOMAALI” (THE CORRECT ORTHOGRAPHY OF THE NAME ‘SOMALI LANGUAGE’). In that article, Prof. Mansuur argues that the name “af Soomaali” (Somali language) should be written separately (“af Soomaali”) rather than joined (*afSoomaali) or hyphenated (*af-Soomaali). He attributes this to grammatical and punctuation rules. He explains that a common noun (like ‘af’ – language) cannot be joined to a proper noun (like ‘Soomaali’) if the common noun comes first, because it is inappropriate for a lowercase letter and an uppercase letter to be adjacent within a word. Therefore, they should be written separately: “af Soomaali”.

This confusion regarding compound words indicates a general need to establish detailed and clear rules concerning word structure and sentence construction in written Somali. This issue is not limited to the term “af Soomaali”; many other words require clarification on their correct spelling. The absence of unified rules on this matter leads to significant variation in writing, which complicates reading and understanding, and also hinders the development of Somali language computer tools, such as spell checkers and text analysis programs. Establishing clear, agreed-upon rules for writing compound words would greatly contribute to the unification and quality improvement of written Somali.

3.5. The Correct Use of Punctuation Marks (Dalayn/Astaamayn)

Punctuation marks, known in Somali as “dalayn” or “astaamaynta qoraalka,” are an essential part of any quality writing. They help convey the correct meaning, differentiate parts of a sentence, embellish the text, and facilitate reading. However, there are challenges and inconsistencies in the use of these marks in written Somali.

The article by the Regional Somali Language Academy (AGA) titled “Maxay Dalayntu Qoraalka Tartaa?” (What Does Punctuation Add to Writing?) elaborates on the importance of punctuation marks and the rules for their use. The article explains that just as a speaker uses vocal intonation, breathing, and facial expressions to emphasize meaning, punctuation attempts to represent these aspects in writing using commonly understood symbols. Examples are provided showing how a misplaced comma (,) can completely change the meaning of a sentence. The most important marks discussed in the article include: period (.), question mark (?), exclamation mark (!), comma (,), semicolon (;), colon (:), and quotation marks (” “). The use of Capital Letters is also mentioned as part of writing rules.

Although basic punctuation rules exist, mostly borrowed from other languages using the Latin script, there is a need to specifically study their use in Somali and adapt them to Somali sentence structure. Many people do not use these marks correctly, which can lead to the intended meaning being lost or misunderstood. This highlights the need to strengthen the teaching of punctuation rules in schools and other educational levels, and to produce clear, detailed guidelines on their use, especially for specific Somali language contexts.

3.6. General Inconsistency in Writing Rules and Its Impact

Summarizing the shortcomings in written Somali reveals a general lack of consistency in writing rules, which has affected many areas. The well-known article published on Somaliatalk titled “XASILLOONIDARRADA AF SOOMAALIGA” (THE INSTABILITY OF THE SOMALI LANGUAGE) deeply discussed this problem, pointing out that there is no agreement on how to write many words, which it termed “instability” in writing. Similarly, foreign researchers have also noted the existence of “orthographic discrepancies” in Somali writings, which is undeniable evidence that written Somali is not yet fully stable and lacks a unified, universally followed standard.

The Regional Somali Language Academy (AGA) also recognizes this problem. A symposium it held in July 2020, titled “Dhigaalka af Soomaaliga: Dhibaatooyinka jira iyo dhabbaha xal-raadinta” (Somali Orthography: Existing Problems and Paths to Solutions), specifically analyzed these challenges. It was noted that flaws in Somali writing have existed since the inception of the Somali script, as its implementation and comprehensive rules were not well established. It was added that the language, being nascent and needing stabilization and correction, suffered from the collapse of the central government, making it difficult to address these issues until now.

The shortcomings and general inconsistency in written Somali have deep roots in the history of writing, past decisions, and the political and social challenges the country has faced. The decision to adopt the script in 1972 was a rapid one focused on basic literacy dissemination and combating ignorance. Since then, there has been no continuous, tangible effort to build upon, refine, and complete the writing rules. The collapse of the Somali central government in 1991 eliminated national institutions responsible for language development and care, creating a significant vacuum that led to everyone and every institution writing as they saw fit. This further increased the “instability” of writing and became a major obstacle to language development in education, technology, and official communication. Solving this problem requires a unified, multi-faceted effort and strong political decisions.

4. Efforts to Improve Written Somali

Despite the many challenges related to written Somali, there are visible efforts to address these shortcomings and improve the language’s writing system. These efforts are led by institutions and knowledgeable individuals dedicated to the development of the Somali language.

4.1. The Role of the Regional Somali Language Academy (AGA)

The Regional Somali Language Academy (AGA) is an important institution dedicated to the development and unification of the Somali language, especially in writing. AGA has taken several steps to improve writing, including:

• Research: AGA has presented various studies on Somali grammar, the alphabet, unification of orthography, and terminology. This research, such as that presented by Prof. Abdalla Mansuur, can form the basis for establishing new rules to correct existing errors.
• Publication of Books: The Academy has published important books that contribute to improving writing quality. Among them is “Buugga Habdhigaalka Af Soomaaliga Guud (Mideyn, Horumarin iyo Casriyayn)” (The General Somali Orthography Book: Unification, Development, and Modernization) written by AGA Chairman, Prof. Abdalla Mansuur. This book and others on orthographic unification and grammar can serve as fundamental references for teaching and learning correct writing.
• Symposiums and Forums: AGA regularly holds symposiums and forums where language experts, writers, and interested members of the public convene to discuss issues related to written Somali. For example, the symposium held in July 2020 on “Somali Orthography: Existing Problems and Paths to Solutions” was an important event for analyzing existing challenges and how to find solutions.
• Articles and Reports: The AGA website publishes regular articles and reports on language improvement, available in the “Cilmi Baadhis” (Research) and “Xulka Maqaallada” (Selected Articles) sections. These writings contribute to awareness and dissemination of language-related knowledge.

The work AGA is undertaking is crucial and can be foundational to achieving a unified, high-quality written Somali. However, for these efforts to be fruitful and have a broad impact, they require multi-faceted support. It is essential that government institutions, especially the Ministries of Education and Information, work closely with AGA and adopt the recommendations and rules emerging from its research. Likewise, independent scholars, universities, and civil society organizations should participate in these efforts. The implementation of AGA’s rules and recommendations depends on its ability to persuade or even, if necessary, compel government and private institutions to adhere to the established standards. Therefore, it is important that AGA’s work is officially recognized with legal authority to ensure that established rules are implemented and enforced throughout the land.

4.2. Discussions and Analyses by Other Somali Language Experts

Apart from the work of the Regional Somali Language Academy, other Somali and foreign experts have contributed to the analysis and proposed solutions regarding written Somali. The writings and research by these individuals have enriched the debate and provided different perspectives on addressing existing problems.

For example, articles by M. Aden published on Hiiraan Online have detailed the rules for writing doubled letters, providing examples and explanations that can simplify understanding of this issue. Similarly, the author of the article “XASILLOONIDARRADA AF SOOMAALIGA” (THE INSTABILITY OF THE SOMALI LANGUAGE) published on Somaliatalk highlighted the confusion in writing and pronunciation, suggesting a distinction between a unified written language and a spoken language that can vary.

On the other hand, foreign scholars like B.W. Andrzejewski have conducted in-depth research on the history of written Somali, its sound system (including tone and vowel quality), and the challenges faced when the Latin script was being developed. Such research provides valuable external perspectives that can complement internal knowledge.

The participation of various experts, whether local or international, elevates the discussion on improving written Somali. It can bring new perspectives and solutions not previously considered. However, it is important to coordinate these diverse efforts so they do not become fragmented and fail to achieve their goals. Creating a regular platform where experts can meet, share their research and views, and debate language issues is essential for achieving a collective understanding and a unified plan for developing written Somali. Collaboration between AGA, universities, independent experts, and other language stakeholders is key to finding lasting solutions for improving the script.

5. Recommendations and Strategies for Enhancing the Quality of Written Somali

To address the shortcomings in written Somali and achieve a high level of quality, it is necessary to take effective, multi-faceted steps. Improving written Somali is not a task to be viewed from a single perspective but a complex process requiring cooperation, strong political decisions, and broad public awareness. It is necessary to move beyond individual opinions and make decisions based on science and the general interest of the language. Below are some of the most important recommendations and strategies that can help enhance the quality of written Somali:

5.1. Establishing and Disseminating Comprehensive Official Rules

The first essential step is to have official, clear, and comprehensive rules governing all aspects of written Somali. This requires:

• Formation of a National Academic Committee: A committee composed of Somali language experts, academics from universities, representatives from the Regional Somali Language Academy (AGA), and the education sector. This committee should thoroughly review the old rules established in 1972, evaluate new research (like AGA’s), and issue new rules that align with current needs. These rules should cover spelling, written grammar, terminology, the orthography of compound words, and the correct use of punctuation marks.
• Dissemination of Rules and Awareness Campaigns: Once these rules are established, they must be widely disseminated using media, the internet, and awareness programs. They should be integrated into educational curricula at all levels, from primary/secondary schools to universities. Also, special training should be provided to teachers, journalists, writers, and government employees who work with written Somali.

5.2. Finding Solutions for Representing Special Sounds

As previously mentioned, the lack of representation for vowel quality (ATR) and tone are among the major shortcomings of written Somali. To find a solution for this:

• In-depth Academic Discussion: A serious, scientific discussion is needed on how to represent these sounds. Is it appropriate to reintroduce the use of special marks (as Andrzejewski initially suggested), or should other modern technological solutions be sought? For example, could a Somali keyboard with additional characters representing these sounds be created, or could other methods be used that do not burden daily writing?
• Consideration of Impact: Any decision made must carefully weigh its impact on the simplicity of writing, its learnability, and public acceptance. A balance must be found between the scientific accuracy of sound representation and the need for a simple, universally understandable script.

5.3. Improving the Teaching and Learning of Written Somali

The development of written Somali is heavily dependent on the quality of language education. Therefore, it is essential to:

• Curriculum Reform: Undertake a thorough reform of the Somali language curriculum in schools and universities. Priority should be given to teaching writing skills, grammar, correct spelling, and composition, rather than focusing solely on literature and poetry. Literature is important, but it must be accompanied by learning the fundamentals of the language.
• Teacher Training: Prepare and train teachers with the knowledge and skills to teach Somali, especially in writing and grammar. University programs specifically for training Somali language teachers should be created.
• Preparation of Educational Materials: Develop high-quality, modern, and engaging educational materials that encourage students to learn and love their mother tongue. These could include books, dictionaries, and electronic resources.
• Support for Diaspora Students: Give special consideration to the needs of Somali students who grew up in the diaspora or were educated in other languages, who often face additional challenges in learning written Somali.

5.4. Encouraging Continuous Research

Language is a living, changing entity, so its development requires continuous research. It is necessary to:

• Fund Research: Governments and other relevant institutions should fund and encourage research in the Somali language, especially in areas not yet well-studied, such as dialects, terminology for modern sciences, and the impact of technology on the language.
• Create Collaboration: Strengthen collaborative relationships between universities, the Regional Somali Language Academy, and other institutions involved in language research to achieve coordinated and fruitful efforts.

5.5. Utilizing Modern Technology

In this modern era where technology is at the forefront, it is essential to leverage the opportunities it offers to develop written Somali:

• Development of Computer Tools: Expedite the development of Somali language computer tools, such as spell checkers, modern electronic dictionaries, speech-to-text programs, and text-to-speech programs. The AGA symposium in July 2020 mentioned the importance of utilizing computer programs for text and spelling correction.
• Correct Use of Social Media: Social media platforms can be a venue for disseminating correct Somali writing and combating the spread of incorrect writing and inappropriate word usage. Awareness campaigns targeting social media users should be created.

The current shortcomings in written Somali stem from a combination of factors including the history of writing, past decisions made, political and social challenges the country has faced, and a lack of knowledge about language rules. Therefore, the solution will not come from addressing only one aspect. Clear, agreed-upon rules must be established, people must be taught these rules, linguistic creativity and research must be encouraged, and modern technology must be utilized. All these efforts require coordination, clear leadership, and genuine commitment from all concerned parties.

6. Conclusion

Summary of Key Points

This informational text has extensively analyzed the shortcomings and challenges in contemporary written Somali. It presented the history of written Somali, from early attempts to the implementation of the Latin script in 1972 and the basic rules that were established. Specific focus was placed on problems related to doubled vowels and consonants, the lack of representation for important sounds like vowel quality variation (ATR) and tone, the impact of different dialects, confusion in the orthography of compound words, and the inconsistent use of punctuation marks. All these issues have led to “instability” and general inconsistency afflicting written Somali.

The informational text also highlighted existing efforts aimed at improving the script, particularly the important role played by the Regional Somali Language Academy (AGA) and other language experts. Finally, practical recommendations and strategies were proposed that can contribute to enhancing the quality of written Somali, including establishing comprehensive official rules, finding solutions for representing special sounds, improving the teaching and learning of writing, encouraging continuous research, and utilizing modern technology.

Hopes for the Future of Written Somali

Although the challenges are many, there is great hope for the future of written Somali. The passion and interest Somali intellectuals have for developing their mother tongue, the efforts of the Regional Somali Language Academy, and the growing public awareness of the importance of having a quality written language are all encouraging factors. If efforts are unified, sufficient political and financial support is secured, and decisions are based on science and the common good, it is certain that written Somali will reach a high standard worthy of the language’s age and richness. A time can be reached when Somali is a language fully capable of meeting the communication, educational, research, and technological needs of the 21st century.

Call for Collaboration

Finally, it is essential to call upon all stakeholders to genuinely collaborate on the development and improvement of written Somali. The Federal Government of Somalia and regional administrations, as well as other Somali governments, the Regional Somali Language Academy, universities and higher education institutions, the education sector, media, writers, poets, and the entire Somali community wherever they may be, must play their part in this extensive effort. Language is a societal heritage that must be cared for and developed. Only through cooperation and unity can the goal of achieving a unified, established, and high-quality written Somali be reached – one that future generations can be proud of and can thrive with.