{"id":285,"date":"2019-06-04T15:45:07","date_gmt":"2019-06-04T19:45:07","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/iwacc\/?post_type=chapter&#038;p=285"},"modified":"2019-11-19T10:40:01","modified_gmt":"2019-11-19T15:40:01","slug":"3-1-readable-level-aa-and-aaa","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/","title":{"raw":"3.1 Readable (Level AA and AAA)","rendered":"3.1 Readable (Level AA and AAA)"},"content":{"raw":"<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\r\n<h3><strong><a id=\"3.1.2\"><\/a>Success Criterion 3.1.2<\/strong> Language of Parts<\/h3>\r\nLevel AA\r\n\r\nThe <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-human-language-s\">human language<\/a> of each passage or phrase in the content can be <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-programmatically-determinable\">programmatically determined<\/a>, except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text.\r\n\r\n<\/div>\r\n<h4>Language of Parts Explained<\/h4>\r\n<strong>SC 3.1.1 <\/strong>requires you to specify the language of each page. Some pages, however, are written mostly in one language and contain words or phrases in a second language. In these cases, <strong>SC<\/strong> <strong>3.1.2<\/strong> requires you to specify the language of those words and phrases. For example:\r\n<ul>\r\n \t<li>In an English-language novel, a character always speaks French:\r\n<strong style=\"font-size: 1rem\">\u201c<\/strong>Where were you Tuesday evening?\u201d he asked.<strong style=\"font-size: 1rem\">\r\n<\/strong><strong style=\"font-size: 1rem\"><span lang=\"fr\">\u201c<\/span><\/strong><strong><span lang=\"fr\">Je ne comprends pas<\/span><\/strong><strong style=\"font-size: 1rem\">,<\/strong>\u201d\u00a0she responded<strong style=\"font-size: 1rem\">.<\/strong><\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li>A web page includes links to translations of the same page:\r\nThis recipe is also available in <strong><span lang=\"fr\">fran\u00e7ais<\/span>, <span lang=\"de\">Deutsch<\/span><\/strong><strong style=\"font-size: 1rem\">, <\/strong>and <strong>\u4e2d\u6587<\/strong><span style=\"font-size: 1rem\">.<\/span><\/li>\r\n<\/ul>\r\nBy following <strong>SC<\/strong> <strong>3.1.2<\/strong>, browsers display the appropriate alphabet for these passages, and screen readers pronounce them correctly.\r\n\r\n<strong>Exceptions:\u00a0<\/strong>There is no need to specify language changes for the following:\r\n<ol>\r\n \t<li>Proper names such as <strong>Sophia Loren<\/strong>, <strong>Olof Palme<\/strong>, and <strong>Yma Sumac<\/strong>.<\/li>\r\n \t<li>Technical terms such as <strong>Homo sapien, Alpha Centauri,<\/strong> and <strong>habeas corpus<\/strong>.<\/li>\r\n \t<li>Words or phrases that have become part of another language, such as words that English has borrowed from French: <strong>rendezvous, RSVP, laissez-faire<\/strong>, and so on.<\/li>\r\n \t<li>Words or phrases where the language cannot be determined.<\/li>\r\n<\/ol>\r\nSimilar to how language of a page is defined by adding the <code>lang<\/code> attribute to the opening <code><\/code> tag, the language of parts is defined by adding the <code>lang<\/code> attribute to the HTML element containing language that is not the primary language of the page. In the example below, the French language embedded in otherwise English text is defined as French by adding <code>lang=\"fr\"<\/code> to a <code><\/code> tag enclosing the French text.\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd\" title=\"example\">\r\n\r\nDefining language of parts by adding the <code>lang<\/code> attribute to HTML elements containing language other than the language of the page, like the following:\r\n<div title=\"example\">\r\n<pre>&lt;span lang=\"fr\"&gt;<strong>Je ne comprends pas<\/strong>&lt;\/span&gt;<\/pre>\r\n<\/div>\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #f66\">\r\n\r\n<strong>Key Point:<\/strong> Of the screen readers you have been introduced to so far, only JAWS supports language of parts. It will read French, for instance, with French pronunciation in an otherwise English web page. NVDA and ChromeVox will read French with English pronunciation.\r\n\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #f66\">\r\n\r\n<strong>Key Point:<\/strong> Though there is significant variation in support for accessibility standards across the common screen readers (and browsers), developers should still implement accessibility features as they are described in the standards (e.g., WCAG). Implementation in assistive technologies often occur when there is sufficient adoption of standards. For example, language of parts is more likely to be supported in assistive technologies if the HTML <code>lang<\/code> attribute is being broadly used in web content where changes in language occur.\r\n\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\r\n\r\n<strong>Suggested Reading:<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/language-of-parts.html\">Understanding Language of Parts<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#language-of-parts\">How to Meet Language of Parts<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\r\n<h3><strong><a id=\"3.1.3\"><\/a>Success Criterion 3.1.3<\/strong> Unusual Words<\/h3>\r\nLevel AAA\r\n\r\nA <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> is available for identifying specific definitions of words or phrases <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-used-in-an-unusual-or-restricted-way\">used in an unusual or restricted way<\/a>, including <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-idioms\">idioms<\/a> and <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-jargon\">jargon<\/a>.\r\n\r\n<\/div>\r\n<h4>Unusual Words Explained<\/h4>\r\n\u201cUnusual words\u201d are words or phrases that readers are unlikely to understand from context alone. This includes:\r\n<ol>\r\n \t<li><strong>Idioms<\/strong>: Phrases whose meaning cannot be inferred from the meaning of the individual words that make up the phrase, such as <strong>spill the beans, turn the tables<\/strong>, and <strong>eat crow<\/strong>.<\/li>\r\n \t<li><strong>Jargon<\/strong>: Specialized terms used by people in particular fields, such as <strong>charm<\/strong> (physics), <strong>bug<\/strong> (computer programming), and <strong>ideological hegemony<\/strong> (cultural studies).<\/li>\r\n<\/ol>\r\nThere are many ways to meet <strong>SC 3.1.3<\/strong>. For example:\r\n<ul>\r\n \t<li>Follow the first occurrence of each unusual word with its definition<\/li>\r\n \t<li>Use definition lists<\/li>\r\n \t<li>Make a glossary that includes unusual words<\/li>\r\n \t<li>Link unusual words to definitions at the bottom of the page<\/li>\r\n<\/ul>\r\nContent that meets <strong>SC 3.1.3<\/strong> benefits:\r\n<ul>\r\n \t<li>Non-specialists who need to understand specialized information<\/li>\r\n \t<li>Students who are learning about a new or unfamiliar subject<\/li>\r\n \t<li>Second-language learners<\/li>\r\n \t<li>People whose disabilities make it difficult to understand idioms and jargon<\/li>\r\n \t<li>People who use screen magnification software \u2014 enlarging the text can cause a loss of context<\/li>\r\n \t<li>People who use handheld web devices with small screens \u2014 a small screen may cause loss of context<\/li>\r\n<\/ul>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\r\n\r\n<strong>Suggested Reading: <\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/unusual-words.html\">Understanding Unusual Words<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#unusual-words\">How to Meet Unusual Words<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\r\n<h3><strong><a id=\"3.1.4\"><\/a>Success Criterion 3.1.4<\/strong> Abbreviations<\/h3>\r\nLevel AAA\r\n\r\nA <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> for identifying the expanded form or meaning of <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-abbreviations\">abbreviations<\/a> is available.\r\n\r\n<\/div>\r\n<h3>Abbreviations Explained<\/h3>\r\nAbbreviations and acronyms are convenient for people who know them but confusing for people who don't.\r\n<ul>\r\n \t<li>Abbreviations may have no obvious connection to the words they represent. Switzerland is abbreviated as \u201cCH,\u201d which is Latin for \u201cConfoederatio Helvetica.\u201d<\/li>\r\n \t<li>Some abbreviations cannot be pronounced according to the rules of the language. \u201cDK\u201d (for Denmark) and \u201crm\u201d (for room) are not English words or phonemes. Readers must know \u201cor be able to guess\u201d the abbreviations to pronounce them correctly.<\/li>\r\n \t<li>An acronym and a word may have the same spelling but different meanings. For example, \u201cRIP\u201d is an acronym for \u201crest in peace\u201d and is a word meaning \u201cslash.\u201d<\/li>\r\n \t<li>Some acronyms sound like common words but are spelled differently. The acronym for Synchronized Multimedia Integration Language is SMIL and is pronounced \u201csmile.\u201d<\/li>\r\n \t<li>Some acronyms are pronounced differently than they appear. The acronym for American Automobile Association is \u201cAAA\u201d and is sometimes pronounced \u201ctriple A.\u201d<\/li>\r\n<\/ul>\r\nExamples of ways to reduce the confusion that abbreviations may cause:\r\n<ul>\r\n \t<li>Provide the expansion or explanation after the first occurrence of the abbreviation<\/li>\r\n \t<li>Link to its definition<\/li>\r\n \t<li>Provide definitions using the html <strong>abbr<\/strong> and <strong>acronym<\/strong> elements<\/li>\r\n \t<li>Include a glossary<\/li>\r\n \t<li>Link to a glossary<\/li>\r\n \t<li>Provide a function to search an online dictionary<\/li>\r\n<\/ul>\r\nContent that meets <strong>SC 3.1.4<\/strong> benefits:\r\n<ul>\r\n \t<li>Non-specialists who are not familiar with abbreviations and acronyms that specialists use<\/li>\r\n \t<li>People who are encountering abbreviations and acronyms for the first time<\/li>\r\n \t<li>Second-language learners<\/li>\r\n \t<li>People who have difficulties remembering<\/li>\r\n \t<li>People who rely on screen magnification software (enlarging the text can cause a loss of context)<\/li>\r\n<\/ul>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\r\n\r\n<strong>Suggested Reading:<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/abbreviations.html\">Understanding Abbreviations<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#abbreviations\">How to Meet Abbreviations<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\r\n<h3><strong><a id=\"3.1.5\"><\/a>Success Criterion 3.1.5<\/strong> Reading Level<\/h3>\r\nLevel AAA\r\n\r\nWhen text requires reading ability more advanced than the <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-lower-secondary-education-level\">lower secondary education level<\/a> after removal of proper names and titles, <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-supplementary-content\">supplemental content<\/a>, or a version that does not require reading ability more advanced than the lower secondary education level, is available.\r\n\r\n<\/div>\r\n<h4>Reading Level Explained<\/h4>\r\nClear and simple writing benefits everybody. There are people with reading disabilities (e.g., dyslexia) who are highly educated and possess specialized knowledge. It may be possible to accommodate some of these individuals by making text more readable.\r\n\r\nWays to make text more readable include:\r\n<ul>\r\n \t<li>Simplify the writing. For example, express one idea in each paragraph, replace long or unfamiliar words with more common ones, and use the active voice.<\/li>\r\n \t<li>Provide a text summary that requires less advanced reading ability.<\/li>\r\n \t<li>Illustrate complex ideas with drawings, photographs, maps, symbols, and other resources.<\/li>\r\n<\/ul>\r\n<strong>SC 3.1.5<\/strong> acknowledges that difficult and complex writing is appropriate for certain audiences. The comprehensibility of these texts can be improved by adding content that aids understanding, such as a summary or a chart.\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\r\n\r\n<strong>Suggested Reading:<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/reading-level.html\">Understanding Reading Level<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#reading-level\">How to Meet Reading Level<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\r\n<h3><strong><a id=\"3.1.6\"><\/a>Success Criterion 3.1.6<\/strong> Pronunciation<\/h3>\r\nLevel AAA\r\n\r\nA <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation.\r\n\r\n<\/div>\r\n<h4>Pronunciation Explained<\/h4>\r\nIf the pronunciation of a word is crucial to understanding a passage, indicate how the word should be pronounced.\r\n\r\n<strong>SC 3.1.6<\/strong> rarely applies to documents in English and French, where the meaning of words can usually be determined from context. Pronunciation issues are more likely to arise in documents written in other languages, such as Japanese.\r\n\r\nA common example in English content, particularly in accessibility resources such as this one, is WCAG (i.e., <em>wuh-kag<\/em>).\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\r\n\r\n<strong>Suggested Reading:<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/pronunciation.html\">Understanding Pronunciation<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#pronunciation\">How to Meet Pronunciation<\/a><\/li>\r\n<\/ul>\r\n<\/div>","rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69dfe8e313e91\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69dfe8e313e91\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Success_Criterion_312_Language_of_Parts\" >Success Criterion 3.1.2 Language of Parts<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Language_of_Parts_Explained\" >Language of Parts Explained<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Success_Criterion_313_Unusual_Words\" >Success Criterion 3.1.3 Unusual Words<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Unusual_Words_Explained\" >Unusual Words Explained<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Success_Criterion_314_Abbreviations\" >Success Criterion 3.1.4 Abbreviations<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Abbreviations_Explained\" >Abbreviations Explained<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Success_Criterion_315_Reading_Level\" >Success Criterion 3.1.5 Reading Level<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Reading_Level_Explained\" >Reading Level Explained<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Success_Criterion_316_Pronunciation\" >Success Criterion 3.1.6 Pronunciation<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/chapter\/3-1-readable-level-aa-and-aaa\/#Pronunciation_Explained\" >Pronunciation Explained<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\n<h3><span class=\"ez-toc-section\" id=\"Success_Criterion_312_Language_of_Parts\"><\/span><strong><a id=\"3.1.2\"><\/a>Success Criterion 3.1.2<\/strong> Language of Parts<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Level AA<\/p>\n<p>The <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-human-language-s\">human language<\/a> of each passage or phrase in the content can be <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-programmatically-determinable\">programmatically determined<\/a>, except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text.<\/p>\n<\/div>\n<h4><span class=\"ez-toc-section\" id=\"Language_of_Parts_Explained\"><\/span>Language of Parts Explained<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><strong>SC 3.1.1 <\/strong>requires you to specify the language of each page. Some pages, however, are written mostly in one language and contain words or phrases in a second language. In these cases, <strong>SC<\/strong> <strong>3.1.2<\/strong> requires you to specify the language of those words and phrases. For example:<\/p>\n<ul>\n<li>In an English-language novel, a character always speaks French:<br \/>\n<strong style=\"font-size: 1rem\">\u201c<\/strong>Where were you Tuesday evening?\u201d he asked.<strong style=\"font-size: 1rem\"><br \/>\n<\/strong><strong style=\"font-size: 1rem\"><span lang=\"fr\">\u201c<\/span><\/strong><strong><span lang=\"fr\">Je ne comprends pas<\/span><\/strong><strong style=\"font-size: 1rem\">,<\/strong>\u201d\u00a0she responded<strong style=\"font-size: 1rem\">.<\/strong><\/li>\n<\/ul>\n<ul>\n<li>A web page includes links to translations of the same page:<br \/>\nThis recipe is also available in <strong><span lang=\"fr\">fran\u00e7ais<\/span>, <span lang=\"de\">Deutsch<\/span><\/strong><strong style=\"font-size: 1rem\">, <\/strong>and <strong>\u4e2d\u6587<\/strong><span style=\"font-size: 1rem\">.<\/span><\/li>\n<\/ul>\n<p>By following <strong>SC<\/strong> <strong>3.1.2<\/strong>, browsers display the appropriate alphabet for these passages, and screen readers pronounce them correctly.<\/p>\n<p><strong>Exceptions:\u00a0<\/strong>There is no need to specify language changes for the following:<\/p>\n<ol>\n<li>Proper names such as <strong>Sophia Loren<\/strong>, <strong>Olof Palme<\/strong>, and <strong>Yma Sumac<\/strong>.<\/li>\n<li>Technical terms such as <strong>Homo sapien, Alpha Centauri,<\/strong> and <strong>habeas corpus<\/strong>.<\/li>\n<li>Words or phrases that have become part of another language, such as words that English has borrowed from French: <strong>rendezvous, RSVP, laissez-faire<\/strong>, and so on.<\/li>\n<li>Words or phrases where the language cannot be determined.<\/li>\n<\/ol>\n<p>Similar to how language of a page is defined by adding the <code>lang<\/code> attribute to the opening <code><\/code> tag, the language of parts is defined by adding the <code>lang<\/code> attribute to the HTML element containing language that is not the primary language of the page. In the example below, the French language embedded in otherwise English text is defined as French by adding <code>lang=\"fr\"<\/code> to a <code><\/code> tag enclosing the French text.<\/p>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd\" title=\"example\">\n<p>Defining language of parts by adding the <code>lang<\/code> attribute to HTML elements containing language other than the language of the page, like the following:<\/p>\n<div title=\"example\">\n<pre>&lt;span lang=\"fr\"&gt;<strong>Je ne comprends pas<\/strong>&lt;\/span&gt;<\/pre>\n<\/div>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #f66\">\n<p><strong>Key Point:<\/strong> Of the screen readers you have been introduced to so far, only JAWS supports language of parts. It will read French, for instance, with French pronunciation in an otherwise English web page. NVDA and ChromeVox will read French with English pronunciation.<\/p>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #f66\">\n<p><strong>Key Point:<\/strong> Though there is significant variation in support for accessibility standards across the common screen readers (and browsers), developers should still implement accessibility features as they are described in the standards (e.g., WCAG). Implementation in assistive technologies often occur when there is sufficient adoption of standards. For example, language of parts is more likely to be supported in assistive technologies if the HTML <code>lang<\/code> attribute is being broadly used in web content where changes in language occur.<\/p>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\n<p><strong>Suggested Reading:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/language-of-parts.html\">Understanding Language of Parts<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#language-of-parts\">How to Meet Language of Parts<\/a><\/li>\n<\/ul>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\n<h3><span class=\"ez-toc-section\" id=\"Success_Criterion_313_Unusual_Words\"><\/span><strong><a id=\"3.1.3\"><\/a>Success Criterion 3.1.3<\/strong> Unusual Words<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Level AAA<\/p>\n<p>A <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> is available for identifying specific definitions of words or phrases <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-used-in-an-unusual-or-restricted-way\">used in an unusual or restricted way<\/a>, including <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-idioms\">idioms<\/a> and <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-jargon\">jargon<\/a>.<\/p>\n<\/div>\n<h4><span class=\"ez-toc-section\" id=\"Unusual_Words_Explained\"><\/span>Unusual Words Explained<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>\u201cUnusual words\u201d are words or phrases that readers are unlikely to understand from context alone. This includes:<\/p>\n<ol>\n<li><strong>Idioms<\/strong>: Phrases whose meaning cannot be inferred from the meaning of the individual words that make up the phrase, such as <strong>spill the beans, turn the tables<\/strong>, and <strong>eat crow<\/strong>.<\/li>\n<li><strong>Jargon<\/strong>: Specialized terms used by people in particular fields, such as <strong>charm<\/strong> (physics), <strong>bug<\/strong> (computer programming), and <strong>ideological hegemony<\/strong> (cultural studies).<\/li>\n<\/ol>\n<p>There are many ways to meet <strong>SC 3.1.3<\/strong>. For example:<\/p>\n<ul>\n<li>Follow the first occurrence of each unusual word with its definition<\/li>\n<li>Use definition lists<\/li>\n<li>Make a glossary that includes unusual words<\/li>\n<li>Link unusual words to definitions at the bottom of the page<\/li>\n<\/ul>\n<p>Content that meets <strong>SC 3.1.3<\/strong> benefits:<\/p>\n<ul>\n<li>Non-specialists who need to understand specialized information<\/li>\n<li>Students who are learning about a new or unfamiliar subject<\/li>\n<li>Second-language learners<\/li>\n<li>People whose disabilities make it difficult to understand idioms and jargon<\/li>\n<li>People who use screen magnification software \u2014 enlarging the text can cause a loss of context<\/li>\n<li>People who use handheld web devices with small screens \u2014 a small screen may cause loss of context<\/li>\n<\/ul>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\n<p><strong>Suggested Reading: <\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/unusual-words.html\">Understanding Unusual Words<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#unusual-words\">How to Meet Unusual Words<\/a><\/li>\n<\/ul>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\n<h3><span class=\"ez-toc-section\" id=\"Success_Criterion_314_Abbreviations\"><\/span><strong><a id=\"3.1.4\"><\/a>Success Criterion 3.1.4<\/strong> Abbreviations<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Level AAA<\/p>\n<p>A <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> for identifying the expanded form or meaning of <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-abbreviations\">abbreviations<\/a> is available.<\/p>\n<\/div>\n<h3><span class=\"ez-toc-section\" id=\"Abbreviations_Explained\"><\/span>Abbreviations Explained<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Abbreviations and acronyms are convenient for people who know them but confusing for people who don&#8217;t.<\/p>\n<ul>\n<li>Abbreviations may have no obvious connection to the words they represent. Switzerland is abbreviated as \u201cCH,\u201d which is Latin for \u201cConfoederatio Helvetica.\u201d<\/li>\n<li>Some abbreviations cannot be pronounced according to the rules of the language. \u201cDK\u201d (for Denmark) and \u201crm\u201d (for room) are not English words or phonemes. Readers must know \u201cor be able to guess\u201d the abbreviations to pronounce them correctly.<\/li>\n<li>An acronym and a word may have the same spelling but different meanings. For example, \u201cRIP\u201d is an acronym for \u201crest in peace\u201d and is a word meaning \u201cslash.\u201d<\/li>\n<li>Some acronyms sound like common words but are spelled differently. The acronym for Synchronized Multimedia Integration Language is SMIL and is pronounced \u201csmile.\u201d<\/li>\n<li>Some acronyms are pronounced differently than they appear. The acronym for American Automobile Association is \u201cAAA\u201d and is sometimes pronounced \u201ctriple A.\u201d<\/li>\n<\/ul>\n<p>Examples of ways to reduce the confusion that abbreviations may cause:<\/p>\n<ul>\n<li>Provide the expansion or explanation after the first occurrence of the abbreviation<\/li>\n<li>Link to its definition<\/li>\n<li>Provide definitions using the html <strong>abbr<\/strong> and <strong>acronym<\/strong> elements<\/li>\n<li>Include a glossary<\/li>\n<li>Link to a glossary<\/li>\n<li>Provide a function to search an online dictionary<\/li>\n<\/ul>\n<p>Content that meets <strong>SC 3.1.4<\/strong> benefits:<\/p>\n<ul>\n<li>Non-specialists who are not familiar with abbreviations and acronyms that specialists use<\/li>\n<li>People who are encountering abbreviations and acronyms for the first time<\/li>\n<li>Second-language learners<\/li>\n<li>People who have difficulties remembering<\/li>\n<li>People who rely on screen magnification software (enlarging the text can cause a loss of context)<\/li>\n<\/ul>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\n<p><strong>Suggested Reading:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/abbreviations.html\">Understanding Abbreviations<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#abbreviations\">How to Meet Abbreviations<\/a><\/li>\n<\/ul>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\n<h3><span class=\"ez-toc-section\" id=\"Success_Criterion_315_Reading_Level\"><\/span><strong><a id=\"3.1.5\"><\/a>Success Criterion 3.1.5<\/strong> Reading Level<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Level AAA<\/p>\n<p>When text requires reading ability more advanced than the <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-lower-secondary-education-level\">lower secondary education level<\/a> after removal of proper names and titles, <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-supplementary-content\">supplemental content<\/a>, or a version that does not require reading ability more advanced than the lower secondary education level, is available.<\/p>\n<\/div>\n<h4><span class=\"ez-toc-section\" id=\"Reading_Level_Explained\"><\/span>Reading Level Explained<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>Clear and simple writing benefits everybody. There are people with reading disabilities (e.g., dyslexia) who are highly educated and possess specialized knowledge. It may be possible to accommodate some of these individuals by making text more readable.<\/p>\n<p>Ways to make text more readable include:<\/p>\n<ul>\n<li>Simplify the writing. For example, express one idea in each paragraph, replace long or unfamiliar words with more common ones, and use the active voice.<\/li>\n<li>Provide a text summary that requires less advanced reading ability.<\/li>\n<li>Illustrate complex ideas with drawings, photographs, maps, symbols, and other resources.<\/li>\n<\/ul>\n<p><strong>SC 3.1.5<\/strong> acknowledges that difficult and complex writing is appropriate for certain audiences. The comprehensibility of these texts can be improved by adding content that aids understanding, such as a summary or a chart.<\/p>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\n<p><strong>Suggested Reading:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/reading-level.html\">Understanding Reading Level<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#reading-level\">How to Meet Reading Level<\/a><\/li>\n<\/ul>\n<\/div>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #ffcb05\">\n<h3><span class=\"ez-toc-section\" id=\"Success_Criterion_316_Pronunciation\"><\/span><strong><a id=\"3.1.6\"><\/a>Success Criterion 3.1.6<\/strong> Pronunciation<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Level AAA<\/p>\n<p>A <a href=\"https:\/\/www.w3.org\/TR\/WCAG21\/#dfn-mechanism\">mechanism<\/a> is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation.<\/p>\n<\/div>\n<h4><span class=\"ez-toc-section\" id=\"Pronunciation_Explained\"><\/span>Pronunciation Explained<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>If the pronunciation of a word is crucial to understanding a passage, indicate how the word should be pronounced.<\/p>\n<p><strong>SC 3.1.6<\/strong> rarely applies to documents in English and French, where the meaning of words can usually be determined from context. Pronunciation issues are more likely to arise in documents written in other languages, such as Japanese.<\/p>\n<p>A common example in English content, particularly in accessibility resources such as this one, is WCAG (i.e., <em>wuh-kag<\/em>).<\/p>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\">\n<p><strong>Suggested Reading:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/Understanding\/pronunciation.html\">Understanding Pronunciation<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/WCAG21\/quickref\/#pronunciation\">How to Meet Pronunciation<\/a><\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":100,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-285","chapter","type-chapter","status-publish","hentry"],"part":32,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapters\/285","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/wp\/v2\/users\/100"}],"version-history":[{"count":13,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapters\/285\/revisions"}],"predecessor-version":[{"id":1300,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapters\/285\/revisions\/1300"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/parts\/32"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapters\/285\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/wp\/v2\/media?parent=285"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/pressbooks\/v2\/chapter-type?post=285"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/wp\/v2\/contributor?post=285"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/iwacc\/wp-json\/wp\/v2\/license?post=285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}