{"id":109,"date":"2025-03-10T16:33:00","date_gmt":"2025-03-10T20:33:00","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/?post_type=chapter&#038;p=109"},"modified":"2026-01-20T10:12:09","modified_gmt":"2026-01-20T15:12:09","slug":"module-7-language-matters","status":"web-only","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/chapter\/module-7-language-matters\/","title":{"raw":"Module 5: Language Matters","rendered":"Module 5: Language Matters"},"content":{"raw":"Words have power! This module explores the importance of using clear, inclusive, and accessible language in digital research. This is especially important for online survey research, as it relates to the language of the survey, of recruitment, and dissemination.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Use inclusive and empowering language in your research and writing<\/li>\r\n \t<li>Determine how best to reach culturally and linguistically diverse participants through different means of translation and accommodation<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2 style=\"text-align: center\"><span style=\"text-decoration: underline\">Case Study<a id=\"Case study\"><\/a><\/span><\/h2>\r\n<p style=\"text-align: left\"><em>Jasmine, a trans-woman with a physical disability, has joined a study aimed towards understanding how people with disabilities interact with public services. In the survey, Jasmine noticed that on multiple occasions, the term \u201cspecial needs\u201d was used to refer to those with disabilities. Feeling frustrated and stigmatized, she withdrew from the study, feeling the survey did not understand disability at all.<\/em><\/p>\r\n\r\n<h5 style=\"text-align: right\"><strong><span style=\"background-color: #ccffff\">\"... a need isn\u2019t 'special' if it\u2019s something everyone else takes for granted.\"<\/span>\r\n<\/strong>(Carter-Long, 2017)<span class=\"pullquote-left\"><\/span><span style=\"font-size: 1.25em\"><\/span><\/h5>\r\n<div class=\"textbox shaded\">\r\n<h4>\ud83e\uddd0 Consider This!<\/h4>\r\nHave you ever reflected on your use of language? Do you believe that your way of communicating is inclusive?\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Using Inclusive Language<a id=\"Using Inclusive Language\"><\/a><\/h2>\r\n<p style=\"direction: ltr\">Words have power! The language we use has the power to uplift, discourage or worse, exclude some readers. Inclusive language is one of the central pillars of EDIA policies; luckily, achieving this is very simple! First, let\u2019s identify what inclusive language is.<\/p>\r\n<p style=\"direction: ltr\">Inclusive language is language that is geared towards acknowledging the power imbalances within our society and their detrimental effects. Focusing on diversity among people, inclusive language creates a safe space where all identities can thrive, fostering equity, inclusion and respect.<\/p>\r\n\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\">The Language of Disability<a id=\"The Language of Disability\"><\/a><\/h3>\r\n[pb_glossary id=\"270\"]<strong>People-First Language<\/strong>[\/pb_glossary] is a widely accepted language style that emphasizes the person before the disability. The key is to reference the disability after the person or group so as not to dissolve the human to just their disability. For instance, \u201cwoman with intellectual disabilities\u201d \u201d or \u201cperson with dyslexia\u201d.\r\n\r\nHowever, some communities prefer <strong>[pb_glossary id=\"305\"]Identity-First Language[\/pb_glossary]<\/strong>, which emphasizes disability as part of an individual's core identity. For example, \"autistic person\" or \"visually impaired person\".\r\n\r\nThat being said, it is best practice to collaborate with those within the disability community to find the most appropriate terms to use (see: <a href=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/chapter\/module-2-co-designing-research\/\">Co-Design<\/a>).\r\n\r\nMoreover, labels, stereotypes and condescending euphemisms are offensive and should not be used in any context. Many terms are highly integrated in everyday language. Consider how often accessible parking spaces are considered \"handicapped spots\"; how one might describe people with acquired disabilities as having \"suffered from\" disability; or those who use communication devices as \"non-verbal\".\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">Disability is a natural variation of human diversity and should not be sensationalized or considered a supernatural phenomenon. Doing so actually leads to the assumption that it is an achievement or unusual for someone with a disability to live a successful, productive life.<\/span>\r\n\r\nFor example, using terms such as \u201cbrave,\u201d or \u201csurvivor,\u201d are patronizing, inappropriate and offensive. Furthermore, condescending euphemisms are also problematic, because they come from the idea that disability is taboo. Some euphemisms can include terms such as \u201cpeople of all abilities,\u201d \u201cpeople of determination,\u201d and \u201cdifferently abled\u201d which are often used as a way to avoid speaking about people with disabilities.\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\"><em>Stigmatizing<\/em> Versus <em>Empowering<\/em> Terminology<a id=\"Stigmatizing Versus Empowering Terminology\"><\/a><\/h3>\r\nWe know that how we describe disability is important to avoid stigmatizing and discriminating against people with disabilities. It's also tough to navigate this language, especially when so much of it is heavily integrated into everyday speech. Below, you can find a useful table to guide your writing, adapted from recommendations provided by the <a href=\"https:\/\/www.ungeneva.org\/sites\/default\/files\/2021-01\/Disability-Inclusive-Language-Guidelines.pdf\">United Nations for using disability inclusive language.<\/a>\r\n<table class=\"grid\" style=\"border-collapse: collapse;width: 98.3787%;height: 398px\" border=\"0\"><caption>Guide to Disability Inclusive Language (United Nations, )<\/caption>\r\n<tbody>\r\n<tr style=\"height: 15px\">\r\n<td class=\"shaded\" style=\"width: 51.1362%;height: 14px\">\r\n<h6 style=\"text-align: center\"><strong><span style=\"text-decoration: underline;background-color: #ccffcc\">Recommended<\/span> language<a id=\"Disability Inclusive Language\"><\/a><\/strong><\/h6>\r\n<\/td>\r\n<td class=\"shaded\" style=\"width: 96.0139%;height: 14px\">\r\n<h6 style=\"text-align: center\"><strong>Language to be <span style=\"text-decoration: underline;background-color: #ffcc99\">avoided<\/span><\/strong><\/h6>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 120px\">\r\n<td style=\"width: 51.1362%;height: 120px\">\r\n<ul>\r\n \t<li>person with disability<\/li>\r\n \t<li>person with [type of impairment]<\/li>\r\n \t<li>persons with disabilities<\/li>\r\n \t<li>people with disabilities (only in Easy Read documents, informal text and oral speech)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 120px\">disabled person, handicapped, person with special needs, handicapable, atypical, person living with a disability, differently abled, people of all abilities, people of determination, person living with a disability<\/td>\r\n<\/tr>\r\n<tr style=\"height: 31px\">\r\n<td style=\"width: 51.1362%;height: 31px\">\r\n<ul>\r\n \t<li>person without disability<\/li>\r\n \t<li>the rest of the population<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 31px\">normal, healthy, able-bodied, typical, whole, of sound body\/mind<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">have [disability\/impairment\/condition]<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">suffer from, afflicted by, stricken by, troubled\r\nwith<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">\r\n<ul>\r\n \t<li>person with an intellectual disability<\/li>\r\n \t<li>person with an intellectual impairment<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">retarded, simple, slow, afflicted, braindamaged, intellectually challenged, subnormal, of unsound mind, feeble-minded, mentally handicapped<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">person with a psychosocial disability<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">insane, crazy, maniac, psycho, hypersensitive, lunatic, demented, panicked, agitated, mentally deranged, mentally ill<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 10px\">\r\n<ul>\r\n \t<li>deaf person<\/li>\r\n \t<li>person who is deaf<\/li>\r\n \t<li>person with a hearing disability<\/li>\r\n \t<li>person with a hearing impairment<\/li>\r\n \t<li>person with hearing loss<\/li>\r\n \t<li>hard-of-hearing person<\/li>\r\n \t<li>deafblind person<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 10px\">the deaf, hearing impaired, deaf and dumb, deaf and mute<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">\r\n<ul>\r\n \t<li>blind person<\/li>\r\n \t<li>person who is blind<\/li>\r\n \t<li>person with a vision\/visual disability<\/li>\r\n \t<li>person with a vision\/visual impairment<\/li>\r\n \t<li>person with low vision<\/li>\r\n \t<li>deafblind person<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">the blind, partially-sighted<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">\r\n<ul>\r\n \t<li>person with a physical disability<\/li>\r\n \t<li>person with a physical impairment<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">crippled, invalid, deformed, lame, handicapped, physically challenged, person with physical limitations, limp<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">\r\n<ul>\r\n \t<li>wheelchair user<\/li>\r\n \t<li>person who uses a wheelchair<\/li>\r\n \t<li>person with a mobility disability<\/li>\r\n \t<li>person with a mobility impairment<\/li>\r\n \t<li>person using a mobility device<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">confined\/restricted to a wheelchair\r\nwheelchair-bound<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">\r\n<ul>\r\n \t<li>person of short stature<\/li>\r\n \t<li>little person<\/li>\r\n \t<li>person with achondroplasia (only if the person has this condition)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">midget, dwarf, stunted<\/td>\r\n<\/tr>\r\n<tr style=\"height: 31px\">\r\n<td style=\"width: 51.1362%;height: 31px\">\r\n<ul>\r\n \t<li>person with Down syndrome<\/li>\r\n \t<li>person with trisomy-21<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 31px\">mongoloid, special person, Down<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">person with albinism<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">albino<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 51.1362%;height: 15px\">person affected by leprosy<\/td>\r\n<td style=\"width: 96.0139%;height: 15px\">leper, leprosy patient<\/td>\r\n<\/tr>\r\n<tr style=\"height: 47px\">\r\n<td style=\"width: 51.1362%;height: 47px\">\r\n<ul>\r\n \t<li>person who uses a communication device<\/li>\r\n \t<li>person who uses an alternative method of<\/li>\r\n \t<li>communication<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 47px\">non-verbal, can\u2019t talk<\/td>\r\n<\/tr>\r\n<tr style=\"height: 47px\">\r\n<td style=\"width: 51.1362%;height: 10px\">\r\n<ul>\r\n \t<li>accessible parking<\/li>\r\n \t<li>parking reserved for persons with disabilities<\/li>\r\n \t<li>accessible bathroom<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 96.0139%;height: 10px\">disabled\/handicapped parking,\r\nhandicapped bathroom<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div><\/div>\r\n<h5 class=\"textbox textbox--exercises\"><span class=\"textbox__header loose\"><span class=\"textbox__title very-tight\">Module Activity 1<a id=\"Module 5 Activity 1\"><\/a><\/span><\/span><span class=\"textbox__content loose\"><span class=\"very-tight\">[h5p id=\"6\"]\r\n<\/span><\/span><\/h5>\r\n<div><\/div>\r\n<div>Let's apply this practice of using empowering versus stigmatizing language to other groups. Think about empowering language in these different contexts where disparity or social and structural marginalization may be encountered:<\/div>\r\n<div>\r\n<table class=\"grid aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 30px\" border=\"0\" cellspacing=\"25px\">\r\n<tbody>\r\n<tr style=\"height: 15px\">\r\n<td class=\"shaded\" style=\"width: 11.8084%;height: 15px\"><a href=\"https:\/\/ohr.dc.gov\/sites\/default\/files\/dc\/sites\/ohr\/publication\/attachments\/OHR__ORE_ILG_Raceand%20EthnicityRacialEquityGuide_FINAL.pdf\"><strong>Race &amp; Ethnicity<\/strong><\/a>\r\n\r\n(DC Office of Human Rights, 2023<a id=\"Words Matter: A Guide to Inclusive Language around Racial and Ethnic Identity. (2023). DC Office of Human Rights. https:\/\/ohr.dc.gov\/sites\/default\/files\/dc\/sites\/ohr\/publication\/attachments\/OHR__ORE_ILG_Raceand%20EthnicityRacialEquityGuide_FINAL.pdf\"><\/a>)<\/td>\r\n<td style=\"width: 11.1758%;height: 15px\"><a href=\"https:\/\/www.interiorhealth.ca\/sites\/default\/files\/PDFS\/language-matters-housing-infographic.pdf\"><strong>Housing Status<\/strong><\/a>\r\n\r\n(Interior Health<a id=\"Language Matters Infographic: Homelessness. (n.d.). Interior Health. Retrieved April 6, 2025, from https:\/\/www.interiorhealth.ca\/sites\/default\/files\/PDFS\/language-matters-housing-infographic.pdf\"><\/a>)<\/td>\r\n<td class=\"shaded\" style=\"width: 11.8848%;height: 15px\"><a href=\"https:\/\/psacunion.ca\/sites\/psac\/files\/psac_genderinclusivelanguageguide.pdf\"><strong>Gender<\/strong><\/a>\r\n\r\n(Public Service Alliance of Canada, 2024<a id=\"Public Service Alliance of Canada. (2024). Gender Inclusive Language Guide. Public Service Alliance of Canada. https:\/\/psacunion.ca\/sites\/psac\/files\/psac_genderinclusivelanguageguide.pdf\"><\/a>)<\/td>\r\n<td style=\"width: 11.8294%;height: 15px\"><a href=\"https:\/\/libguides.pratt.edu\/c.php?g=1278195&amp;p=9379489\"><strong>Socioeconomic Status<\/strong><\/a>\r\n\r\n(Pratt Institute, 2025<a id=\"Socioeconomic Status and Classism in Language. (2025, February 14). Pratt Institute Libraries. https:\/\/libguides.pratt.edu\/c.php?g=1278195&amp;p=9379489\"><\/a>)<\/td>\r\n<td class=\"shaded\" style=\"width: 12.1917%;height: 15px\"><a href=\"https:\/\/www.ccsa.ca\/sites\/default\/files\/2019-09\/CCSA-Language-and-Stigma-in-Substance-Use-Addiction-Guide-2019-en.pdf\"><strong>Substance Use<\/strong><\/a>\r\n\r\n(Canadian Centre on\r\nSubstance Use and Addiction, 2019<a id=\"CCSA, 2019\"><\/a>)<\/td>\r\n<\/tr>\r\n<tr style=\"height: 15px\">\r\n<td style=\"width: 11.8084%;height: 15px\"><a href=\"https:\/\/www.ungeneva.org\/sites\/default\/files\/2021-01\/Disability-Inclusive-Language-Guidelines.pdf\"><strong>Disability<\/strong><\/a>\r\n\r\n(United Nations, 2021<a id=\"United Nations. (2021). Disability Inclusive Language Guidelines. United Nations. https:\/\/www.ungeneva.org\/sites\/default\/files\/2021-01\/Disability-Inclusive-Language-Guidelines.pdf\"><\/a>)<\/td>\r\n<td class=\"shaded\" style=\"width: 11.1758%;height: 15px\"><a href=\"https:\/\/publichealth.wustl.edu\/age-inclusive-language-are-you-using-it-in-your-writing-and-everyday-speech\/#:~:text=about%20older%20adults.-,American%20Medical%20Association,a%20stereotype%2C%20avoid%20using%20them.\"><strong>Age<\/strong><\/a>\r\n\r\n(Van Vleck, 2022<a id=\"Van Vleck, M. (2022, February 28). Age-inclusive language: Are you using it in your writing and everyday speech? Harvey A. Friedman Center for Aging. https:\/\/publichealth.wustl.edu\/age-inclusive-language-are-you-using-it-in-your-writing-and-everyday-speech\/#:~:text=about%20older%20adults.-,American%20Medical%20Association,a%20stereotype%2C%20avoid%20using%20them.\"><\/a>)<\/td>\r\n<td style=\"width: 11.8848%;height: 15px\"><a href=\"https:\/\/www.health.ny.gov\/prevention\/sexual_violence\/docs\/sogie_handbook.pdf\"><strong>Sexual Orientation<\/strong><\/a>\r\n\r\n(Johnson, 2019<a id=\"Johnson, K. (2019). SOGIE Handbook: Sexual Orientation, Gender Identity, and Expression Affirming Approach and Expansive Practices. Health Research Incorporated. https:\/\/www.health.ny.gov\/prevention\/sexual_violence\/docs\/sogie_handbook.pdf\"><\/a>)<\/td>\r\n<td class=\"shaded\" style=\"width: 11.8294%;height: 15px\"><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC11444753\/\"><strong>Migration Status<\/strong><\/a>\r\n\r\n(Saadi et al., 2024<a id=\"Saadi, A., Marzoughi, M., &amp; Kimball, S. L. (2024). Guiding Principles for Writing About Immigrants and Immigrant Health. Journal of Immigrant and Minority Health, 26(1), 253\u2013256. https:\/\/doi.org\/10.1007\/s10903-023-01565-3\"><\/a>)<\/td>\r\n<td style=\"width: 12.1917%;height: 15px\"><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02723638.2021.1913015\"><strong>Geography<\/strong><\/a>\r\n\r\n(Schwarze, 2022<a id=\"Schwarze, T. (2022). Discursive practices of territorial stigmatization: How newspapers frame violence and crime in a Chicago community. Urban Geography. https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02723638.2021.1913015\"><\/a>)<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>What language might be considered empowering for each of these groups? What might be considered stigmatizing?<\/strong>\r\n\r\nRead the linked blogs and articles for some helpful terminology and case examples, but even more importantly, <strong>be sure that you ask the community.\u00a0<\/strong>\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Designing for Cultural and Linguistic Diversity<a id=\"Designing for Cultural and Linguistic Diversity\"><\/a><\/h2>\r\nInclusive research understands that participants will come from different cultural backgrounds, all of which deserve to be respected equally. These varying cultural and linguistic backgrounds will have differences in interpretation and, thus, in responses. Using culturally neutral wording may help prevent misunderstandings or biased responses. Avoid idioms, region-specific phrases, or assumptions about shared experiences, as these may not translate well across cultures.\r\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%;height: 377px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 47px\">\r\n<td style=\"width: 50%;height: 47px\">For example, using a phrase like, \u201cIt was raining cats and dogs\u201d, when read without a Western, English-speaking lens, doesn't make any sense!<\/td>\r\n<td style=\"width: 50%;height: 47px\"><span style=\"font-size: 1em\">The intended imagery is much simpler!<\/span><\/td>\r\n<\/tr>\r\n<tr style=\"height: 330px\">\r\n<td style=\"width: 50%;height: 330px\"><img src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1.png\" alt=\"\" width=\"355\" height=\"327\" class=\"wp-image-311 aligncenter\" \/><\/td>\r\n<td style=\"width: 50%;height: 330px\"><span style=\"font-size: 1em\"><img src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud.png\" alt=\"\" width=\"258\" height=\"287\" class=\"wp-image-303 aligncenter\" \/><\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nTo avoid discrepancies like this,\u00a0 you might opt to use phrases such as: \u201cIt was raining a lot,\u201d or \u201cit was raining for a long time\u201d. This will ensure that the intended meaning is not lost to your audience. Often, people who are native speakers of a language will be unaware of the confusion caused by colloquialisms and turns of phrase. Therefore, it is important to pilot your survey with a diverse group of individuals, especially working with individuals from your target audience, to design your survey and survey materials.\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\">Translations and Accommodations<a id=\"Translations and Accommodations\"><\/a><\/h3>\r\nIn order to capture diverse populations in your survey data, consider the following:\r\n<ul>\r\n \t<li>What <strong>primary<\/strong> language(s) are spoken by your target population? These may differ from the national language(s) of your region.<\/li>\r\n \t<li>What capacity do you have for <strong>language translation<\/strong>? Consider finances, time, and personnel that would be able to provide translation services.<\/li>\r\n \t<li>What <strong>language accommodations<\/strong> does your target population need?<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\">Cultural Support for Language<a id=\"Cultural Support for Language\"><\/a> <span class=\"loose\"><img src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/1713999-200.png\" alt=\"\" width=\"99\" height=\"99\" class=\"wp-image-315 aligncenter\" \/><\/span><\/h3>\r\nSomething else to consider, is that the national language(s) of your country and province are not native to every participant.\r\n\r\nIn Canada, for example, while the national languages are French and English, millions of Canadians come from diverse linguistic backgrounds, and will better understand the research, and communicate their experiences in their native languages.\r\n\r\nResearch the regions where your survey will be made available, and try to incorporate the major language groups of those regions.\r\n<div class=\"textbox shaded\">\r\n<h4>\ud83e\uddd0 Consider this!<\/h4>\r\nYour survey will be available in multiple languages... But does your survey platform support multiple languages? If not, what strategies might you employ to make translations available?\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\">Finding Language Translation<a id=\"Funding Language Translation\"><\/a><\/h3>\r\nOften, student researchers do not have funding to conduct research in multiple languages.\u00a0 If you are in this position, there are a few options to consider:\r\n\r\n<span style=\"text-decoration: underline\"><strong>Institutional support.<\/strong><\/span>\r\nYour institution may have translation services for research, which may be available for free or reduced rates. Check with your school or research institution to see if this is provided to you as a researcher.\r\n\r\n<span style=\"text-decoration: underline\"><strong>Professional translation.<\/strong><\/span>\r\nThis will be paid support of a qualified professional. If you lack funding, this will not be an option.\r\n\r\n<span style=\"text-decoration: underline\"><strong>Grants or scholarships based around knowledge translation.<\/strong><\/span>\r\nThere are some available funding resources available from external sources that may support translation services for research. These are competitive, and will require time for applications and decisions. As such, they should be considered before beginning your research.\r\n\r\n<strong><span style=\"text-decoration: underline\">Non-professional translation:<\/span>\r\n<\/strong>Requesting support from volunteers or team members who are fluent speakers may be an option for you, but is not without risks. Volunteers are not professionally trained translators. This will make final translated documents subject to bias, inaccuracies and mistranslations.If your study materials are full of inaccuracy, any data you collect will also be subject to inaccuracy and may be unusable. Please ensure that you have native or fluent speakers of the language review all materials that use non-professional translations.\r\n\r\n<span style=\"text-decoration: underline\"><strong>Machine translation:<\/strong><\/span>\r\nThis is not recommended, especially due to the many intrinsic biases in, and frequent mistakes produced by machine-generated, [pb_glossary id=\"354\"]<strong>AI<\/strong> [\/pb_glossary] translations. As such, if you must use machine translations, please ensure that you have native or fluent speakers of the language review all materials which use AI translation.\r\n\r\n<strong><span style=\"text-decoration: underline\">Simple-text English translation:<a id=\"simple-text translation\"><\/a>\r\n<\/span><\/strong>All research benefits from the inclusion of simplified, basic English translations of materials. In the case that you are unable to translate all materials, having a simple English version of your study materials will ensure that at least some people who may not be fluent English-speakers will be able to participate. Simple English translations will also benefit research with people with intellectual or learning disabilities.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>AI Corner!<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Can I use AI to translate my writing or my survey? <span>\ud83e\udd16<\/span><\/strong>\r\n\r\nAI as a tool for translation brings up several important questions about maintaining EDIA practices throughout your research. Take a look at <a href=\"https:\/\/www.csescienceeditor.org\/article\/artificial-intelligence-and-language-translation-in-scientific-publishing\/\">this article<\/a> for some more information about AI translations\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<h3 style=\"text-align: center\">Disability Support for Language<a id=\"Disability Support for Language\"><\/a><\/h3>\r\nLanguage accommodations are not only cultural; they also include strategies to support people with disabilities who may communicate in different ways. While designing your survey research, think about the types of language accommodations that any participants with disabilities may need to be able to best comprehend and communicate. We have already talked about simple-text translations, but here are some more options to consider:\r\n\r\n<strong>Pictograms<\/strong> or pictographs can be useful for communicating for those who may have difficulty with comprehending written language, for people of all ages. They may be used to clarify unknown words or terms, and enhance understanding of different concepts. Here is an example of the use of pictograms for improving accessibility of a research article, published in the <a href=\"https:\/\/regroup-production.s3.amazonaws.com\/documents\/ReviewReference\/1239908524\/Cook%20et%20al.%20-%202021%20-%20In%20the%20physical%20to%20digital%20transition%20with%20friends-A%20story%20of%20performing%20inclusive%20research%20together.pdf?response-content-type=application%2Fpdf&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Credential=AKIAYSFKCAWYQ4D5IUHG%2F20250407%2Fus-east-1%2Fs3%2Faws4_request&amp;X-Amz-Date=20250407T021013Z&amp;X-Amz-Expires=604800&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Signature=ff9d3ffbd5636f37091d390ad6dc049eb09700ff873e87b5eec937b3ebd9e17b\">British Journal of Learning Disabilities, by Cook et al.<\/a> (2021):\r\n\r\n[caption id=\"attachment_362\" align=\"aligncenter\" width=\"600\"]<img src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560.png\" alt=\"\" width=\"600\" height=\"378\" class=\"wp-image-362 \" \/> A portion of the methods section of an accessible journal article, titled \"In the physical to digital transition with friends\u2014A story of performing inclusive research together no matter what life throws at you\". Pictograms are used in order to support comprehension of each method. (Taken from Cook et al., 2021)[\/caption]\r\n\r\n<strong>Sign languages<\/strong> are also important forms of communication which can support participants who most comfortably understand signed language, as opposed to spoken or written language. The use of sign language videos to support survey participation is not new! Below is a video survey on accessible information, spoken in British Sign Language:\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=5qirjp3I_zQ[\/embed]\r\n\r\n&nbsp;\r\n\r\n<hr \/>\r\n\r\nWhile we hope to make the language of our research as accessible and inclusive as possible, there are always ways to improve and gaps to fill. We have covered some elements of language, but there is more to learn. The best people to learn from are your the communities and stakeholders who are impacted by your research.","rendered":"<p>Words have power! This module explores the importance of using clear, inclusive, and accessible language in digital research. This is especially important for online survey research, as it relates to the language of the survey, of recruitment, and dissemination.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Use inclusive and empowering language in your research and writing<\/li>\n<li>Determine how best to reach culturally and linguistically diverse participants through different means of translation and accommodation<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2 style=\"text-align: center\"><span style=\"text-decoration: underline\">Case Study<a><\/a><\/span><\/h2>\n<p style=\"text-align: left\"><em>Jasmine, a trans-woman with a physical disability, has joined a study aimed towards understanding how people with disabilities interact with public services. In the survey, Jasmine noticed that on multiple occasions, the term \u201cspecial needs\u201d was used to refer to those with disabilities. Feeling frustrated and stigmatized, she withdrew from the study, feeling the survey did not understand disability at all.<\/em><\/p>\n<h5 style=\"text-align: right\"><strong><span style=\"background-color: #ccffff\">&#8220;&#8230; a need isn\u2019t &#8216;special&#8217; if it\u2019s something everyone else takes for granted.&#8221;<\/span><br \/>\n<\/strong>(Carter-Long, 2017)<span class=\"pullquote-left\"><\/span><span style=\"font-size: 1.25em\"><\/span><\/h5>\n<div class=\"textbox shaded\">\n<h4>\ud83e\uddd0 Consider This!<\/h4>\n<p>Have you ever reflected on your use of language? Do you believe that your way of communicating is inclusive?<\/p>\n<\/div>\n<hr \/>\n<h2>Using Inclusive Language<a><\/a><\/h2>\n<p style=\"direction: ltr\">Words have power! The language we use has the power to uplift, discourage or worse, exclude some readers. Inclusive language is one of the central pillars of EDIA policies; luckily, achieving this is very simple! First, let\u2019s identify what inclusive language is.<\/p>\n<p style=\"direction: ltr\">Inclusive language is language that is geared towards acknowledging the power imbalances within our society and their detrimental effects. Focusing on diversity among people, inclusive language creates a safe space where all identities can thrive, fostering equity, inclusion and respect.<\/p>\n<hr \/>\n<h3 style=\"text-align: center\">The Language of Disability<a><\/a><\/h3>\n<p><button class=\"glossary-term\" aria-describedby=\"109-270\"><strong>People-First Language<\/strong><\/button> is a widely accepted language style that emphasizes the person before the disability. The key is to reference the disability after the person or group so as not to dissolve the human to just their disability. For instance, \u201cwoman with intellectual disabilities\u201d \u201d or \u201cperson with dyslexia\u201d.<\/p>\n<p>However, some communities prefer <strong><button class=\"glossary-term\" aria-describedby=\"109-305\">Identity-First Language<\/button><\/strong>, which emphasizes disability as part of an individual&#8217;s core identity. For example, &#8220;autistic person&#8221; or &#8220;visually impaired person&#8221;.<\/p>\n<p>That being said, it is best practice to collaborate with those within the disability community to find the most appropriate terms to use (see: <a href=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/chapter\/module-2-co-designing-research\/\">Co-Design<\/a>).<\/p>\n<p>Moreover, labels, stereotypes and condescending euphemisms are offensive and should not be used in any context. Many terms are highly integrated in everyday language. Consider how often accessible parking spaces are considered &#8220;handicapped spots&#8221;; how one might describe people with acquired disabilities as having &#8220;suffered from&#8221; disability; or those who use communication devices as &#8220;non-verbal&#8221;.<\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">Disability is a natural variation of human diversity and should not be sensationalized or considered a supernatural phenomenon. Doing so actually leads to the assumption that it is an achievement or unusual for someone with a disability to live a successful, productive life.<\/span><\/p>\n<p>For example, using terms such as \u201cbrave,\u201d or \u201csurvivor,\u201d are patronizing, inappropriate and offensive. Furthermore, condescending euphemisms are also problematic, because they come from the idea that disability is taboo. Some euphemisms can include terms such as \u201cpeople of all abilities,\u201d \u201cpeople of determination,\u201d and \u201cdifferently abled\u201d which are often used as a way to avoid speaking about people with disabilities.<\/p>\n<hr \/>\n<h3 style=\"text-align: center\"><em>Stigmatizing<\/em> Versus <em>Empowering<\/em> Terminology<a><\/a><\/h3>\n<p>We know that how we describe disability is important to avoid stigmatizing and discriminating against people with disabilities. It&#8217;s also tough to navigate this language, especially when so much of it is heavily integrated into everyday speech. Below, you can find a useful table to guide your writing, adapted from recommendations provided by the <a href=\"https:\/\/www.ungeneva.org\/sites\/default\/files\/2021-01\/Disability-Inclusive-Language-Guidelines.pdf\">United Nations for using disability inclusive language.<\/a><\/p>\n<table class=\"grid\" style=\"border-collapse: collapse;width: 98.3787%;height: 398px\">\n<caption>Guide to Disability Inclusive Language (United Nations, )<\/caption>\n<tbody>\n<tr style=\"height: 15px\">\n<td class=\"shaded\" style=\"width: 51.1362%;height: 14px\">\n<h6 style=\"text-align: center\"><strong><span style=\"text-decoration: underline;background-color: #ccffcc\">Recommended<\/span> language<a><\/a><\/strong><\/h6>\n<\/td>\n<td class=\"shaded\" style=\"width: 96.0139%;height: 14px\">\n<h6 style=\"text-align: center\"><strong>Language to be <span style=\"text-decoration: underline;background-color: #ffcc99\">avoided<\/span><\/strong><\/h6>\n<\/td>\n<\/tr>\n<tr style=\"height: 120px\">\n<td style=\"width: 51.1362%;height: 120px\">\n<ul>\n<li>person with disability<\/li>\n<li>person with [type of impairment]<\/li>\n<li>persons with disabilities<\/li>\n<li>people with disabilities (only in Easy Read documents, informal text and oral speech)<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 120px\">disabled person, handicapped, person with special needs, handicapable, atypical, person living with a disability, differently abled, people of all abilities, people of determination, person living with a disability<\/td>\n<\/tr>\n<tr style=\"height: 31px\">\n<td style=\"width: 51.1362%;height: 31px\">\n<ul>\n<li>person without disability<\/li>\n<li>the rest of the population<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 31px\">normal, healthy, able-bodied, typical, whole, of sound body\/mind<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">have [disability\/impairment\/condition]<\/td>\n<td style=\"width: 96.0139%;height: 15px\">suffer from, afflicted by, stricken by, troubled<br \/>\nwith<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">\n<ul>\n<li>person with an intellectual disability<\/li>\n<li>person with an intellectual impairment<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 15px\">retarded, simple, slow, afflicted, braindamaged, intellectually challenged, subnormal, of unsound mind, feeble-minded, mentally handicapped<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">person with a psychosocial disability<\/td>\n<td style=\"width: 96.0139%;height: 15px\">insane, crazy, maniac, psycho, hypersensitive, lunatic, demented, panicked, agitated, mentally deranged, mentally ill<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 10px\">\n<ul>\n<li>deaf person<\/li>\n<li>person who is deaf<\/li>\n<li>person with a hearing disability<\/li>\n<li>person with a hearing impairment<\/li>\n<li>person with hearing loss<\/li>\n<li>hard-of-hearing person<\/li>\n<li>deafblind person<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 10px\">the deaf, hearing impaired, deaf and dumb, deaf and mute<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">\n<ul>\n<li>blind person<\/li>\n<li>person who is blind<\/li>\n<li>person with a vision\/visual disability<\/li>\n<li>person with a vision\/visual impairment<\/li>\n<li>person with low vision<\/li>\n<li>deafblind person<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 15px\">the blind, partially-sighted<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">\n<ul>\n<li>person with a physical disability<\/li>\n<li>person with a physical impairment<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 15px\">crippled, invalid, deformed, lame, handicapped, physically challenged, person with physical limitations, limp<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">\n<ul>\n<li>wheelchair user<\/li>\n<li>person who uses a wheelchair<\/li>\n<li>person with a mobility disability<\/li>\n<li>person with a mobility impairment<\/li>\n<li>person using a mobility device<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 15px\">confined\/restricted to a wheelchair<br \/>\nwheelchair-bound<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">\n<ul>\n<li>person of short stature<\/li>\n<li>little person<\/li>\n<li>person with achondroplasia (only if the person has this condition)<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 15px\">midget, dwarf, stunted<\/td>\n<\/tr>\n<tr style=\"height: 31px\">\n<td style=\"width: 51.1362%;height: 31px\">\n<ul>\n<li>person with Down syndrome<\/li>\n<li>person with trisomy-21<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 31px\">mongoloid, special person, Down<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">person with albinism<\/td>\n<td style=\"width: 96.0139%;height: 15px\">albino<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 51.1362%;height: 15px\">person affected by leprosy<\/td>\n<td style=\"width: 96.0139%;height: 15px\">leper, leprosy patient<\/td>\n<\/tr>\n<tr style=\"height: 47px\">\n<td style=\"width: 51.1362%;height: 47px\">\n<ul>\n<li>person who uses a communication device<\/li>\n<li>person who uses an alternative method of<\/li>\n<li>communication<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 47px\">non-verbal, can\u2019t talk<\/td>\n<\/tr>\n<tr style=\"height: 47px\">\n<td style=\"width: 51.1362%;height: 10px\">\n<ul>\n<li>accessible parking<\/li>\n<li>parking reserved for persons with disabilities<\/li>\n<li>accessible bathroom<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 96.0139%;height: 10px\">disabled\/handicapped parking,<br \/>\nhandicapped bathroom<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div><\/div>\n<h5 class=\"textbox textbox--exercises\"><span class=\"textbox__header loose\"><span class=\"textbox__title very-tight\">Module Activity 1<a><\/a><\/span><\/span><span class=\"textbox__content loose\"><span class=\"very-tight\"><\/p>\n<div id=\"h5p-6\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-6\" class=\"h5p-iframe\" data-content-id=\"6\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Module 5 Question 2\"><\/iframe><\/div>\n<\/div>\n<p><\/span><\/span><\/h5>\n<div><\/div>\n<div>Let&#8217;s apply this practice of using empowering versus stigmatizing language to other groups. Think about empowering language in these different contexts where disparity or social and structural marginalization may be encountered:<\/div>\n<div>\n<table class=\"grid aligncenter\" style=\"border-collapse: collapse;width: 100%;height: 30px; border-spacing: 25pxpx;\">\n<tbody>\n<tr style=\"height: 15px\">\n<td class=\"shaded\" style=\"width: 11.8084%;height: 15px\"><a href=\"https:\/\/ohr.dc.gov\/sites\/default\/files\/dc\/sites\/ohr\/publication\/attachments\/OHR__ORE_ILG_Raceand%20EthnicityRacialEquityGuide_FINAL.pdf\"><strong>Race &amp; Ethnicity<\/strong><\/a><\/p>\n<p>(DC Office of Human Rights, 2023<a><\/a>)<\/td>\n<td style=\"width: 11.1758%;height: 15px\"><a href=\"https:\/\/www.interiorhealth.ca\/sites\/default\/files\/PDFS\/language-matters-housing-infographic.pdf\"><strong>Housing Status<\/strong><\/a><\/p>\n<p>(Interior Health<a><\/a>)<\/td>\n<td class=\"shaded\" style=\"width: 11.8848%;height: 15px\"><a href=\"https:\/\/psacunion.ca\/sites\/psac\/files\/psac_genderinclusivelanguageguide.pdf\"><strong>Gender<\/strong><\/a><\/p>\n<p>(Public Service Alliance of Canada, 2024<a><\/a>)<\/td>\n<td style=\"width: 11.8294%;height: 15px\"><a href=\"https:\/\/libguides.pratt.edu\/c.php?g=1278195&amp;p=9379489\"><strong>Socioeconomic Status<\/strong><\/a><\/p>\n<p>(Pratt Institute, 2025<a><\/a>)<\/td>\n<td class=\"shaded\" style=\"width: 12.1917%;height: 15px\"><a href=\"https:\/\/www.ccsa.ca\/sites\/default\/files\/2019-09\/CCSA-Language-and-Stigma-in-Substance-Use-Addiction-Guide-2019-en.pdf\"><strong>Substance Use<\/strong><\/a><\/p>\n<p>(Canadian Centre on<br \/>\nSubstance Use and Addiction, 2019<a><\/a>)<\/td>\n<\/tr>\n<tr style=\"height: 15px\">\n<td style=\"width: 11.8084%;height: 15px\"><a href=\"https:\/\/www.ungeneva.org\/sites\/default\/files\/2021-01\/Disability-Inclusive-Language-Guidelines.pdf\"><strong>Disability<\/strong><\/a><\/p>\n<p>(United Nations, 2021<a><\/a>)<\/td>\n<td class=\"shaded\" style=\"width: 11.1758%;height: 15px\"><a href=\"https:\/\/publichealth.wustl.edu\/age-inclusive-language-are-you-using-it-in-your-writing-and-everyday-speech\/#:~:text=about%20older%20adults.-,American%20Medical%20Association,a%20stereotype%2C%20avoid%20using%20them.\"><strong>Age<\/strong><\/a><\/p>\n<p>(Van Vleck, 2022<a><\/a>)<\/td>\n<td style=\"width: 11.8848%;height: 15px\"><a href=\"https:\/\/www.health.ny.gov\/prevention\/sexual_violence\/docs\/sogie_handbook.pdf\"><strong>Sexual Orientation<\/strong><\/a><\/p>\n<p>(Johnson, 2019<a><\/a>)<\/td>\n<td class=\"shaded\" style=\"width: 11.8294%;height: 15px\"><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC11444753\/\"><strong>Migration Status<\/strong><\/a><\/p>\n<p>(Saadi et al., 2024<a><\/a>)<\/td>\n<td style=\"width: 12.1917%;height: 15px\"><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02723638.2021.1913015\"><strong>Geography<\/strong><\/a><\/p>\n<p>(Schwarze, 2022<a><\/a>)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>What language might be considered empowering for each of these groups? What might be considered stigmatizing?<\/strong><\/p>\n<p>Read the linked blogs and articles for some helpful terminology and case examples, but even more importantly, <strong>be sure that you ask the community.\u00a0<\/strong><\/p>\n<\/div>\n<hr \/>\n<h2>Designing for Cultural and Linguistic Diversity<a><\/a><\/h2>\n<p>Inclusive research understands that participants will come from different cultural backgrounds, all of which deserve to be respected equally. These varying cultural and linguistic backgrounds will have differences in interpretation and, thus, in responses. Using culturally neutral wording may help prevent misunderstandings or biased responses. Avoid idioms, region-specific phrases, or assumptions about shared experiences, as these may not translate well across cultures.<\/p>\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%;height: 377px\">\n<tbody>\n<tr style=\"height: 47px\">\n<td style=\"width: 50%;height: 47px\">For example, using a phrase like, \u201cIt was raining cats and dogs\u201d, when read without a Western, English-speaking lens, doesn&#8217;t make any sense!<\/td>\n<td style=\"width: 50%;height: 47px\"><span style=\"font-size: 1em\">The intended imagery is much simpler!<\/span><\/td>\n<\/tr>\n<tr style=\"height: 330px\">\n<td style=\"width: 50%;height: 330px\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1.png\" alt=\"\" width=\"355\" height=\"327\" class=\"wp-image-311 aligncenter\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1.png 2505w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-300x277.png 300w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-1024x944.png 1024w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-768x708.png 768w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-1536x1416.png 1536w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-2048x1889.png 2048w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-65x60.png 65w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-225x207.png 225w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Untitled_Artwork-1-350x323.png 350w\" sizes=\"auto, (max-width: 355px) 100vw, 355px\" \/><\/td>\n<td style=\"width: 50%;height: 330px\"><span style=\"font-size: 1em\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud.png\" alt=\"\" width=\"258\" height=\"287\" class=\"wp-image-303 aligncenter\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud.png 449w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud-269x300.png 269w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud-65x72.png 65w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud-225x251.png 225w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/rain-cloud-350x390.png 350w\" sizes=\"auto, (max-width: 258px) 100vw, 258px\" \/><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>To avoid discrepancies like this,\u00a0 you might opt to use phrases such as: \u201cIt was raining a lot,\u201d or \u201cit was raining for a long time\u201d. This will ensure that the intended meaning is not lost to your audience. Often, people who are native speakers of a language will be unaware of the confusion caused by colloquialisms and turns of phrase. Therefore, it is important to pilot your survey with a diverse group of individuals, especially working with individuals from your target audience, to design your survey and survey materials.<\/p>\n<hr \/>\n<h3 style=\"text-align: center\">Translations and Accommodations<a><\/a><\/h3>\n<p>In order to capture diverse populations in your survey data, consider the following:<\/p>\n<ul>\n<li>What <strong>primary<\/strong> language(s) are spoken by your target population? These may differ from the national language(s) of your region.<\/li>\n<li>What capacity do you have for <strong>language translation<\/strong>? Consider finances, time, and personnel that would be able to provide translation services.<\/li>\n<li>What <strong>language accommodations<\/strong> does your target population need?<\/li>\n<\/ul>\n<hr \/>\n<h3 style=\"text-align: center\">Cultural Support for Language<a><\/a> <span class=\"loose\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/1713999-200.png\" alt=\"\" width=\"99\" height=\"99\" class=\"wp-image-315 aligncenter\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/1713999-200.png 200w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/1713999-200-150x150.png 150w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/1713999-200-65x65.png 65w\" sizes=\"auto, (max-width: 99px) 100vw, 99px\" \/><\/span><\/h3>\n<p>Something else to consider, is that the national language(s) of your country and province are not native to every participant.<\/p>\n<p>In Canada, for example, while the national languages are French and English, millions of Canadians come from diverse linguistic backgrounds, and will better understand the research, and communicate their experiences in their native languages.<\/p>\n<p>Research the regions where your survey will be made available, and try to incorporate the major language groups of those regions.<\/p>\n<div class=\"textbox shaded\">\n<h4>\ud83e\uddd0 Consider this!<\/h4>\n<p>Your survey will be available in multiple languages&#8230; But does your survey platform support multiple languages? If not, what strategies might you employ to make translations available?<\/p>\n<\/div>\n<hr \/>\n<h3 style=\"text-align: center\">Finding Language Translation<a><\/a><\/h3>\n<p>Often, student researchers do not have funding to conduct research in multiple languages.\u00a0 If you are in this position, there are a few options to consider:<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Institutional support.<\/strong><\/span><br \/>\nYour institution may have translation services for research, which may be available for free or reduced rates. Check with your school or research institution to see if this is provided to you as a researcher.<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Professional translation.<\/strong><\/span><br \/>\nThis will be paid support of a qualified professional. If you lack funding, this will not be an option.<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Grants or scholarships based around knowledge translation.<\/strong><\/span><br \/>\nThere are some available funding resources available from external sources that may support translation services for research. These are competitive, and will require time for applications and decisions. As such, they should be considered before beginning your research.<\/p>\n<p><strong><span style=\"text-decoration: underline\">Non-professional translation:<\/span><br \/>\n<\/strong>Requesting support from volunteers or team members who are fluent speakers may be an option for you, but is not without risks. Volunteers are not professionally trained translators. This will make final translated documents subject to bias, inaccuracies and mistranslations.If your study materials are full of inaccuracy, any data you collect will also be subject to inaccuracy and may be unusable. Please ensure that you have native or fluent speakers of the language review all materials that use non-professional translations.<\/p>\n<p><span style=\"text-decoration: underline\"><strong>Machine translation:<\/strong><\/span><br \/>\nThis is not recommended, especially due to the many intrinsic biases in, and frequent mistakes produced by machine-generated, <button class=\"glossary-term\" aria-describedby=\"109-354\"><strong>AI<\/strong> <\/button> translations. As such, if you must use machine translations, please ensure that you have native or fluent speakers of the language review all materials which use AI translation.<\/p>\n<p><strong><span style=\"text-decoration: underline\">Simple-text English translation:<a><\/a><br \/>\n<\/span><\/strong>All research benefits from the inclusion of simplified, basic English translations of materials. In the case that you are unable to translate all materials, having a simple English version of your study materials will ensure that at least some people who may not be fluent English-speakers will be able to participate. Simple English translations will also benefit research with people with intellectual or learning disabilities.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>AI Corner!<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Can I use AI to translate my writing or my survey? <span>\ud83e\udd16<\/span><\/strong><\/p>\n<p>AI as a tool for translation brings up several important questions about maintaining EDIA practices throughout your research. Take a look at <a href=\"https:\/\/www.csescienceeditor.org\/article\/artificial-intelligence-and-language-translation-in-scientific-publishing\/\">this article<\/a> for some more information about AI translations<\/p>\n<\/div>\n<\/div>\n<hr \/>\n<h3 style=\"text-align: center\">Disability Support for Language<a><\/a><\/h3>\n<p>Language accommodations are not only cultural; they also include strategies to support people with disabilities who may communicate in different ways. While designing your survey research, think about the types of language accommodations that any participants with disabilities may need to be able to best comprehend and communicate. We have already talked about simple-text translations, but here are some more options to consider:<\/p>\n<p><strong>Pictograms<\/strong> or pictographs can be useful for communicating for those who may have difficulty with comprehending written language, for people of all ages. They may be used to clarify unknown words or terms, and enhance understanding of different concepts. Here is an example of the use of pictograms for improving accessibility of a research article, published in the <a href=\"https:\/\/regroup-production.s3.amazonaws.com\/documents\/ReviewReference\/1239908524\/Cook%20et%20al.%20-%202021%20-%20In%20the%20physical%20to%20digital%20transition%20with%20friends-A%20story%20of%20performing%20inclusive%20research%20together.pdf?response-content-type=application%2Fpdf&amp;X-Amz-Algorithm=AWS4-HMAC-SHA256&amp;X-Amz-Credential=AKIAYSFKCAWYQ4D5IUHG%2F20250407%2Fus-east-1%2Fs3%2Faws4_request&amp;X-Amz-Date=20250407T021013Z&amp;X-Amz-Expires=604800&amp;X-Amz-SignedHeaders=host&amp;X-Amz-Signature=ff9d3ffbd5636f37091d390ad6dc049eb09700ff873e87b5eec937b3ebd9e17b\">British Journal of Learning Disabilities, by Cook et al.<\/a> (2021):<\/p>\n<figure id=\"attachment_362\" aria-describedby=\"caption-attachment-362\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560.png\" alt=\"\" width=\"600\" height=\"378\" class=\"wp-image-362\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560.png 935w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560-300x189.png 300w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560-768x485.png 768w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560-65x41.png 65w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560-225x142.png 225w, https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-content\/uploads\/sites\/431\/2025\/03\/Screenshot-2025-04-06-221223-e1743992048560-350x221.png 350w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><figcaption id=\"caption-attachment-362\" class=\"wp-caption-text\">A portion of the methods section of an accessible journal article, titled &#8220;In the physical to digital transition with friends\u2014A story of performing inclusive research together no matter what life throws at you&#8221;. Pictograms are used in order to support comprehension of each method. (Taken from Cook et al., 2021)<\/figcaption><\/figure>\n<p><strong>Sign languages<\/strong> are also important forms of communication which can support participants who most comfortably understand signed language, as opposed to spoken or written language. The use of sign language videos to support survey participation is not new! Below is a video survey on accessible information, spoken in British Sign Language:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Accessible Information Survey - British Sign Language - January 2017\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/5qirjp3I_zQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<p>While we hope to make the language of our research as accessible and inclusive as possible, there are always ways to improve and gaps to fill. We have covered some elements of language, but there is more to learn. The best people to learn from are your the communities and stakeholders who are impacted by your research.<\/p>\n<div class=\"glossary\"><div class=\"glossary__tooltip\" id=\"109-270\" hidden><p>A language style that emphasizes the person before the disability. For example, \"a person with autism\" as opposed to \"an autistic person\".<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"109-305\" hidden><p>A language style which emphasizes disability as part of an individual's core identity. For example, \"autistic person\" or \"visually impaired person\".<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"109-354\" hidden><p>Artificial Intelligence, also called AI, is technology that helps computers and machines to complete complex tasks that are usually done by humans.<\/p>\n<\/div><\/div>","protected":false},"author":554,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-109","chapter","type-chapter","status-web-only","hentry"],"part":77,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapters\/109","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/users\/554"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/comments?post=109"}],"version-history":[{"count":50,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapters\/109\/revisions"}],"predecessor-version":[{"id":923,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapters\/109\/revisions\/923"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/parts\/77"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapters\/109\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/media?parent=109"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/pressbooks\/v2\/chapter-type?post=109"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/contributor?post=109"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/accessibledigitalsurveyresearch\/wp-json\/wp\/v2\/license?post=109"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}