Language Testing Terminology

1.                Validity: The test accurately reflects the content of the syllabus on which it is based, and in suitable proportion. It tests nothing else!

2.                Reliability: a reliable test should be  a consistent measure of performance. Hypothetically, the score obtained by a student should be very similar to what would have been attained on a different occasion.

3.                OPI; This stands for Oral Proficiency Interview, the speaking test component of STANAG proficiency tests.

4.                Level Check: In an OPI test, this is when a tester checks to see if the student is at the level they expect them to be. It confirms the assumed ability of the student.

5.                Probe: In an OPI test, a probe is when a tester pushes a student to do a task at a higher level of language than the one being tested. A probe is useful for seeing what the student can do and what the student cannot do. In an OPI, Level Checks happen first, then Probes, then they are intertwined.

6.                Sustain: In an OPI, this is when a student can consistently, successfully complete tasks at a given level. It is often used in the negative: Susan could occasionally attain Level 2 in Speaking, but could not sustain this level.

7.                Backwash/Wash back: The effects of a test on learning & teaching. Does it have a positive or negative influence on or before the test? Is the teacher “teaching to the test” or preparing the student for real-life application of the knowledge?

8.                Distractors: The incorrect options on a multiple-choice question.

9.                Aptitude Tests: Measure students’ Probable future performance. Aptitude tests measure key cognitive abilities in language learning. Commonly used is the MLAT (Modern Languages Aptitude Test). Content has to be unknown to the candidate.

10.           Placement Tests: Sort new students into teaching groups so that they are approximately the same level as others when they start. Measures general ability rather than specific points of learning. The stress is on their future learning.

11.           Progress Tests or Quizzes: Most classroom tests take this form. They assess students’ progress in a small part of the content taught in the classroom. Often given to motivate students. They also identify areas of weakness & difficulty. Progress tests can also be diagnostic to some degree. Usually constructed by the classroom teacher.

12.           Achievement Tests: Usually longer, more formal tests, designed to show mastery of a large amount of content taught in a particular syllabus(e.g. end-of-year tests, school-leaving exams, public tests). Though similar in principal to progress tests, they are rarely constructed by a classroom teacher.

13.           Diagnostic Tests: Can include Progress and Achievement tests, enabling teachers to identify specific weaknesses/difficulties so that appropriate remedial action can be planned. (Proficiency Tests may also be diagnostic tests if the course of study continues after the test.) Diagnostic Tests are primarily designed to assess students’ knowledge & skills in particular areas before a new stage of study begins.

14.           Proficiency Tests: Measure students’ abilities in relation to specific tasks they are later required to perform. The stress is on present and future performance rather than past achievement. They are not connected to any particular syllabus. Often included in the definition of operational needs. They stress practical situations and focus on a common standard. E.g. a  driving test: it tests skills and knowledge regardless of previous learning.

15.           Direct Testing: The student performs precisely the skills we wish to measure. Tasks should be a s authentic as possible. The OPI is a direct test.

16.           Indirect Testing: Measures the abilities that underlie the skills we want to measure. The TOEFL is an indirect test.

17.           Norm-referenced Testing: States a student’s performance relative to the other students. Often expressed as a percentile or the “top 10%” or the class”

18.           Criterion-referenced Testing: Measures how well a student performs against an objective or criterion rather than other students.

19.           BILC – Bureau for International Language Coordination. Organized in 1976, BILC functions as the consultative and advisory body for language training matters in NATO. In 2001, BILC was designated as custodian of the STANAG 6001 Language Proficiency Levels.

20.           Stem: The first part of a test item. For example, ‘The action word in a sentence is called the …….”

Learning Strategy for improving Listening skill

Practice listening in real context outside of class at least there times a week(Watching the news, sitcoms, or DVDs, going to the movies, listening to the radio, tapes or podcasts, etc.) and keep a Listening Log to record these experiences. This will provide opportunities for you to apply or practice what you have learned and will also provide you with new cultural information.

Create a Listening Log so that you can keep track of what you hear and learn. Your Listening Log will be a collection  of your daily listening experiences with English. You can keep your log is the small notebook.

Why should you keep a Listening Log? Because doing so will help you:

• Practice focused listening – that is, listening for the main idea and details.
• Practice not taking, summarizing and giving personal reactions.
• Practice conversational techniques by enabling you to tell you classmates about a radio or TV program and then answering their questions with clarification and details.
• Inspire your classmates to watch or listen to certain programs that you found entertaining, newsworthy, or just interesting.

You will be asked to report on one of your Listening Log entries in a small group each week.

Summary of STANAG 6001 Levels

Level o

No practical proficiency. Perhaps some memorized words or phrases.

Level   1           Survival

Listening Can understand familiar phrases and short simple sentences      about                             everyday personal  and survival needs.

Speaking Can maintain simple face-to-face communication in typical                                            everyday situations.

everyday survival or workplace situations.

Writing Can write lists, short notes, and phone messages to meet                                             immediate personal needs. Can complete forms.

Level 2           Functional

Listening Can follow conversations and talks about everyday topics, including                 personal news, well-known current events and routine job-related                                     topics and topics in his/her professional field.

Speaking Can communicate in everyday social and routine workplace                                          situations

Reading Can read simple, straightforward, factual texts on familiar topics.

Writing Can write with some precision simple personal correspondence and               routine workplace correspondence and related documents including                       brief reports.

Level 3           Professional

Listening Can understand conversations, briefings and telephone calls about                              complex topics, including economics, science, technology and                             his/her own professional field

Speaking Can participate effectively in most formal & informal conversations,                              including meetings. Can deliver briefings.

Reading Read with almost complete comprehension a variety of authentic                                 written material on general and professional subjects, including                                     unfamiliar subject matter.

Writing Can write effective formal and informal correspondence and other                                documents on practical, social and professional topics and special                          fields and competence.

Level 4           Expert

Listening Can understand all forms/styles of speech used for professional                                   purposes including on unfamiliar topics. Can recognize nuances of                                   meaning and irony and humor.

Speaking Can use the language with great precision, accuracy, and fluency                                 for all professional purposes.

Reading Can read all styles and forms of the written language used for                              professional purposes, including texts from unfamiliar general and                            professional-specialist areas.

Writing Can write the language precisely and accurately and can draft all                                  levels of prose pertinent to professional needs.

Level 5 Highly-articulate native

Educated native or completely bilingual

Reference:

STANAG 6001 Familiarization & Testing Seminar MTCP LTTC Ottawa 2011

This article  has relation with the article written prior, it’s Extensive reading. One of the DITC’s teacher, Lynn has an idea in teaching for extensive reading. I think this writting is absolutely usefull for encouraging teachers in managing the reading activity.

Some activity types for use with class readers.

Session on readers can be based on only one activity or more than one.

Before reading

Students look at the front cover and guess as much as they can about the book: story, characters, mood etc. Student draw up a mind-map with their predictions. They then read the blurb on the back cover to see if there is any information to confirm or revise any of these predictions.

Students who don’t know the story prepare to ask questions to those who know it. Students who know the story get together to check their recall. In the main pair or group task the students who know the story can answer OR, if they choose, can say ‘Read it and find out’.

Students watch a VERY SHORT clip from a movie of the book – a scene with little or no dialogue – or a scene played without sound. Beginnings and endings can often be fruitful. Students try to identify the types of places OR people etc. and try to imagine what is going to happen or what has happened.

The teacher makes sure students have any important background information eg. Historical details. This can be done in a student-centred way e.g. with each student given a small piece of information to share in a mingling OR as a brainstorming in groups.

Students are shown some or all of the pictures from the reader –probably not in the right order. In groups they discuss what they can learn about PLACES, PEOPLE and EVENTS.

Students get to know the characters they will meet in the book. Each student is given information about one character and then students are asked to meet the rest of the characters. If the class is small enough this can be done in one mingling group. It doesn’t matter if there is more than one of each character. If the class is large, it can be divided into smaller groups for this.

After chunks of reading.

Each group is given a character.

In your group, choose five adjectives which together describe your character as well as possible(NB not just appearance.

Students post their lists on the walls, gallery style. Then, still with their group, they go round and read the lists by other groups, adding one more adjective each time if they can. The teacher then gives any relevant feedback and language development relating  to the uses of the adjectives chosen or those that were not thought of – though not in terms of which were right or wrong.

Variation: students in three or for groups has one character. One group chooses five adjectives that really describe the character. One group chooses five nouns. One five verbs. A fourth(strong group?) chooses five adverbs. Students post their work eg. on the wall and then read each others – adding one extra adjective or noun etc if they can.

Students identify and then prepare some (very short) conversation that was mentioned or implied in the chapter(s) but not presented as dialogue. They take on the parts and read/act it out for the class.

Variation: students identify a time when one of the characters might have written something e.g. an email, a note. They write the text. Post up. Other students read them in their groups, and work out when it would have happened etc. they can add a comment if they can agree on one.

Each student decides which of the characters he/she most resembles. Tells their group. Group members to comment on the choice.

Although it is not mentioned in the text(Probably), one of the characters is having a birthday soon. Who would be giving him/her a present and what would be a good choice of gift?

The publishers would like to add one more illustration in these chapters. What scene would be useful/interesting to illustrate? Make a draft sketch for the illustration.

Look at the illustrations for these chapters. How successful/attractive are they? Decide what you would change. Be as specific as possible. Make a list of what a chosen character has in their wallet/handbag/pockets/desk drawer as appropriate. Each person on the group to keep a copy of the list.

Reorganise groups and report to new group members.

Watch on of the scenes in the book on DVD. Students to comment on e.g. similarities and differences. Can limit this in some way e.g. to characters, to the setting. Can play the scene without sound so people comment on scene and or actions, gestures, facial expressions etc.

Chose ont time in the story. One of characters phones/emails a friend about his/her day. Students prepare this. If the character is married, what is the conversation ath home that evening?.

After reading the whole book:

Design the cover for the new edition.

You are the author. You have just written this book. The publisher likes it and will publish it but doesn’t like the title. Suggest some alternatives. Can later have a class vote.

Design the DVD cover for the movie of the book.

Cast the film.

Students decide how they would start the movie ie.e. what would they show during the credits at the start. What music would they use? Then watch the actual start.

Do an acrostic with the book title.

Prepare and act out a very short scene.

Devise a plot for a sequel.

Write a short review of the book for a particular publication or for a list of books as Christmas gifts or summer reading.

Who could you give this book to as a gift(either in the original or translated into another language)?

Design a crossword puzzle based on the book.

Write the CV for one of the characters. Fill in ay gaps as well as you can.

Choose a character who might want to change jobs. Decide if they would be suitable to be an EFL teacher.

Berdasarkan pemakaiannya Bahasa  dapat dibedakan atas bahasa resmi dan  tidak resmi. Yang dimaksud  dengan bahasa resmi ialah bahasa yang digunakan dalam situasi resmi, misalnya pidato kenegaraan, bahasa yang digunakan dalam Undang-undang, peraturan-peraturan pemerintah,  pertemuan-pertemuan kenegaraan,  ceramah ilmiah, diskusi, proses pembelajaran , buku-buku ilmiah, journal-journal ilmiah, buku-buku ilmu pengetahuan, teknologi dan seni.

            Selain itu pengertian bahasa resmi adalah bahasa yang taat pada kaidah bahasa baku(standar).  Kaidah-kaidah bahasa baku adalah penggunaan bahasa Indonesia yang tepat dalam pengucapan, penggunaan intonasi, pemilihan kata dan penggunaan kalimat.

            Sedangkan bahasa tidak resmi adalah bahasa yang digunakan dalam situasi tidak resmi, misalnya, obrolan;  ditempat umum, di luar ruang belajar, di jalan, di terminal-terminal dan di tempat-tempat yang tidak dalam situasi resmi.  Wujud dari bahasa tidak resmi, yaitu bahasa yang dipengaruhi oleh pengaruh bahasa daerah dan  bahasa setempat

            Seorang Instruktur atau pengajar harus menggunakan bahasa resmi dalam menyampaikan materi pelajaran sebab yang bersangkutan melakukan tugasnya dalam situasi resmi yaitu di suatu lembaga pendidikan . Oleh karena itu suatu lembaga pendidikan khususnya lembaga bahasa yang dianggap sebagai pusat pendidikan dan pelatihan bahasa merupakan ujung tombak pembinaan dan pengembangan bahasa. Sehingga dalam pelaksanaannya seorang pengajar atau instruktur dalam menyampaikan materi harus mampu menggunakan bahasa yang baik dan benar. Sehingga hasil dari pendidikan yang dilaksanakan sesuai dengan tujuan awal pelaksanaan pendidikan  bahasa  tersebut.

 Semangat Sumpah Pemuda Untuk Menghadapi Gelombang

Krisis Keuangan Dunia bagi Bangsa Indonesia.

1.         Pendahuluan

 Pada tanggal 28 Oktorber 1928, Sumpah pemuda  dideklarasikan oleh para pemuda dari seluruh pelosok nusantara.  Sejarah Besar telah  dimulai ketika sekelompok pemuda dari berbagai golongan, suku, agama, aliran, politik  merasa perlunya sebuah perekat,  pemersatu agar bangsa Indonesia lebih solid dan kuat untuk menuju kemerdekaan.
              Pokok permasalah yang  ada adalah: apa relevansi Semangat Sumpah pemuda pada  zaman sekarang  khususnya dalam menghadapi Krisis keuangan dunia?  Apa langkah  pemerintah dalam mengantisipasi krisis yg mulai menyebar? Dan apa peran serta masyarakat dalam mendukung langkah yang telah diambil oleh pemerintah?
              Tujuan dari penulisan ini adalah dalam rangka memperingati hari ulang tahun sumpah pemuda yang ke 80, Kabadiklat Dephan memberikan kesempatan kepada seluruh keluarga besar Badiklat untuk berpartisipasi dalam lomba penulisan karangan bebas.
              Signifikansi dari penulisan artikel  ini adalah untuk mengingatkan kembali arti sumpah pemuda bagi bangsa Indonesia dalam menghadapi cobaan dan tantangan dalam berbangsa dan bernegara. Untuk memberikan pengetahuan  dan mengingatkan kepada seluruh anggota Dephan agar senantiasa menjaga dan mempererat tali persatuan dan kesatuan bangsa dalam menghadapi kesulitan dan permasalan-permasalah kebangsaan.
         
 2.            Kilas balik  Sumpah Pemuda

Delapan puluh tahun yang lalu anak-anak muda Indonesia berikrar bahwa; “Kami putra dan putri Indonesia mengaku bertumpah darah yang satu, tanah air Indonesia. Kami putra dan putri Indonesia mengaku     Berbangsa satu, bangsa Indonesia. Kami putra dan putri Indonesia mengaku  Berbahasa persatuan, bahasa Indonesia”. Ada tiga hikmah penting yang terkandung  dalam mengenang hari sumpah pemuda. Yang pertama,  jiwa sumpah pemuda adalah Cermin dari sebuah tekat yang menggelora , komitmen dan cinta terhadap bangsa dan negara. untuk mencapai satu tujuan yaitu kemerdekaan bangsa Indonesia. Yang kedua, sumpah pemuda mengingatkan pada kita semua bahwa keberadaan kita, kedudukan kita dalam berbangsa dan bernegara adalah sama, tidak ada yang dianak-tirikan, diabaikan, ditinggalkan, dikucilkan atau  dilupakan  dan bahkan diperlakukan tidak adil. Yang ketiga, Indonesia adalah milik kita bersama bukan milik golongan, individu, suku, ras ataupun agama. Bangsa Indonesia telah berikrar bahwa kita  berbeda-beda tetapi tetap satu itulah Bhineka Tunggal Ika.

Kemerdekaan yang telah kita dapatkan memberikan kesempatan kepada seluruh anak bangsa untuk  menjadi lebih baik, maju, bermartabat  dan sejajar dengan bangsa-bangsa lain di dunia. Perjuangan dan pengorbanan yang tak terhingga harganya yang diberikan oleh para pendiri Negara. Kebersamaan tekat seluruh bangsa menghasilkan suatu Kemerdekaan yang diproklamasikan pada tanggal 17 Agustus 1945. Bangsa ini menemukan jadi dirinya yang  menjadikan Pancasila sebagai Ideologi Negara,  Undang-Undang Dasar 1945 sebagai Konstitusi negara. Merah Putih sebagai bendera persatuan bangsa. Indonesia Raya merupakan lagu kebangsaan Negara  dan bersepakat untuk menjadi satu dalam wadah  Negara Kesatuan Republik Indonesia.

Perjalanan besar bangsa Indonesia dalam mengisi kemerdekaan bukanlah hal yang ringan dan mudah tapi kebersamaan dan kesatuan tekat yang bulat, bekerja keras  untuk  maju bersama merupakan modal utama yang harus dimiliki. Tantangan-tantangan  yang dihadapi bangsa Indonesia akan bisa dilalui dengan baik apabila kita bisa bersatu, bekerja keras , bantu-membantu dan saling ‘Asah, Asih, Asuh’.

3. Gelombang Krisis Keuangan Dunia
                Badai Tsunami Krisis keuangan dunia yang diawali oleh  negara raksasa ekonomi dunia yaitu Amerika yang ditandai dengan roboh system keuangan kapitalisme.  Kehancuran tersebut dipicu oleh kredit macet ‘Mortgage” yang kemudian berimbas dengan robohnya bank-bank besar dan ternama, seperti; Bank of America, Lehman brothers, Merril lynch, AIG dan Washington mutual. Dampak dari krisis ini akhirnya menyebar keseluruh dunia, Eropa dan Asia termasuk Indonesia di dalamnya. Ketidakberdayaan system kapitalisme yang ditandai dengan merosotnya seluruh pasar uang terbesar di dunia, “ Wall Street, Han Seng, Nikei, Streetimes dan Juga Bursa Efek Indonesia(BEI) tidak bisa dibendung oleh siapapun. Pada tanggal  8 Oktober BEI terpaksa menghentikan perdangan pasar saham karena Kejatuhan Indeks Harga saham yang terlalu besar yang dianggap tidak wajar dalam pasar uang.
                 Dipandang dari sudut kebersamaan yang terkandung dalam semangat Sumpah Pemuda,  persatuan dan kesatuan kita dalam menghadapi masalah kebangsaan dan kenegaraan telah ditunjukkan dengan jelas oleh  Pemerintah Kabinet Indonesia Bersatu yang  dipimpin oleh Presiden Susilo Bambang Yudhoyono(SBY) dengan cepat merespon keadaan yang membahayakan ekonomi Indonesia. Mengambil langkah-langkah tepat dan akurat diantaranya; berkomunikasi dengan para ekonom, pengusaha, media, para menteri terkait dan juga  para gubernur. Pemerintah bergerak cepat dengan mengeluarkan berbagai kebijakan diantaranya; mengeluarkan Perpu No. 4/2008 tentang Jaring Pengaman Sistem Keuangan dan juga 10 langkah yang diintruksikan langsung oleh presiden diantaranya; memupuk kepercayaan masyarakat, investor,  memberikan insentif dan kemudahan secara proporsional, galakkan penggunaan produk dalam negeri
 
 4. Tantangan ke depan / Penutup.
 
               Jiwa dan semangat sumpah pemuda  yang didasari atas persatuan, kesatuan, bekerja sama dan kerja keras serta tekat maju bersama menuju harapan dan tujuan bangsa dan Negara Indonesia  akan bisa tercapai. Tugas berat pemerintah  akan bisa terlaksana dengan baik apabila ada semangat kuat dari seluruh lapisan masyarakat dan bangsa Indonesia untuk mencapai keberhasilan dan kesuksesan.
               Pemerintah bertekat untuk mempertahankan pertumbuhan ekonomi Indonesia pada tingkat enam persen, mengoptimalkan APBN 2009 untuk terus memacu pertumbuhan dengan  terus membuka peluang investasi dan ekspor.
               Gelombang krisis keuangan dunia yang sedang menerjang Negara Indonesia sekarang ini akan bisa kita lalui apabila kita bisa menyatukan langkah antara pemerintah, masyarakat, pelaku usaha serta elemen-elemen masyarakat lainnya untuk menghadapi krisis  dengan bersama-sama.
 
 
 
 
 

                This article  is very useful for all my colleages and also  for DIBI’s students at The Defense Language Center Pondok Labu Jakarta.  I got  this article  from MELT’s Class.  I think  it is interesting  a lesson and also  applicable for teaching at school.

                Let’s begin by:

Monitoring student-centred tasks:

After setting up a task, move round the class quite quickly and check that everyone is on ht right track. Do this before you start monitoring students’ work closely.

Avoid adding instructions after you have asked students for start work. If you have forgotten something VITAL, then get everyone’s attention again.

Monitor in a low key manner : speak to individuals or small groups in a low voice.

Try to get around the whole class – You usually can’t see or hear all of everyone’s work but you can be interested and available.

When students are working on individual tasks or when you have organised pairs a according to level, make the most of this opportunity to work with students at their own level; give the weaker students help with the basic; push the stronger students as far as possible.

If students are doing a speaking task but one or two students seem to prefer to talk to you, then say something like ‘ Very interesting. Find out if your partner agrees.’ And walk away. Students need to realise that they can get good value from talking to other students.

Similarly, if students have a speaking task but one group has no ideas, ask them a relevant question and then say ‘ Tell your partners.’

Consider taking notes. For example if students are working individually on a written task and you notice that several students are having trouble with question 5. Mark this on your sheet and be ready to work with it more carefully. If students are doing a speaking task, take some notes about language that could be focussed on in feedback.

Keep students busy. If students are doing a written task and some students finish early, give them something to do e.g. Check their work and indicate which questions they need to change; get them to compare their work with someone else who has finished; tell them what the related homework is and let them start that. If students are talking in pairs or groups and some finish early; get them to prepare their brief report to the class; change partners; joining up the groups and ask them to compare their findings etc..

In addition, the teacher’s role is absolutely importance in managing the class moreover to get the success in teaching process.

 

A reading is a receptive skill, a lesson based around the comprehension of a reading text is similar in many ways to that  designed to another receptive skill, listening. Reading is part of the language acquisition.  It makes students more or less understand what they read, the more they read, they will get more. Moreover, reading also give multiplier positive effect such as; knowledge, spelling, writing, grammar, punctuation, vocabulary and also a model for writing skill. 

             There are two kinds of reading, they are extensive and intensive reading. In this writing we focus on extensive reading. This is the way we usually read when we are reading for pleasure for example; a novel, biography or graded reader. In this writing introduce ten  tips from “Day and Bamford”  for extensive reading.

1.         Students read as much as possible

                        Perhaps in and definitely out of the classroom.

2.         A wide variety of materials is available

                        So as to encourage reading for different reasons and in different ways.

3.         Students select what they want to read

                        Have the freedom to stop reading material if it fails to interest them.

4.         The purposes of reading are usually related to pleasure

Information and general understanding.

                        The purposes are determined by the nature of the material and the interests of the student.

5.         Reading is its own reward.

                        There are few or no follow-up exercises After reading.

6.         Reading materials are well within the linguistic competence of the students

In terms of vocabulary and grammar. Dictionaries are rarely uses while reading because constant  stopping to look up words makes fluent reading difficult.

7.         Reading is individual and silent.

                        At the student’s own pace, and outside class, done when and where the student chooses.

8.         Reading speed is usually faster rather than slower

                        As students read books and other material they find easily understandable.

9.         Teachers orient students to the goals of the program,

                        Explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program.

10.       The teacher is the role model of a reader for the students.

                        An active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader.

I think as an instructor, I absolutely agree with Bamford. We promote the advantages of the reading particularly for an extensive reading. As a teacher we have to know the the appropriate the reading material for our Student’ grade for reading.
Then, I believe that by reading we can get a lot of benefit that we are going to get from this skill such as; vocabulary, grammar, writing skill and knowledge. Furthermore in achieving the target course for our student we have always to encourage our student to read more the reading material because this is one of the way to improve their skill.

According to Collins Cobuild  Advanced Learner’s English Dictionary, Slank means;  consists of words, expressions, and meanings that are informal and are used by people who know each other very well or who have the same interests. If you want to find information about specific words. This site provides some Australian Slang that might be useful for you.

Australian Slang

A

Aggro  -  abbreviation for aggravated, aggressive, aggression.

Ankle biter  -  a small or young child

Arvo  -  afternoon.

Av-a-go-yer-mug – a phrase used to encourage someone to put more effort into something.

Aussie -  an Australian.

B

Bangers  -  sausages.

Barney  -  an argument, fight.

Beano / Beanfeast  - festivity, celebration

Beanie  -  a small close fitting knitted cap often with a pom pom on top.

Big smoke  -  the city.

Billabong  -  a waterhole

Billy  -  a container, usually makeshift, for boiling water or tea; a receptacle used for smoking marijuana

Bloke  -  a man

Bludger  -  a lazy person who evades responsibilities, often applied to one who collects the dole and doesn’t try to find work.

Blue  -  to fight, a dispute; depressed in spirits; a mistake;

Bluey  -  a nickname for a red-headed person; a breed of Australian work dog

Bonza  -  excellent, attractive, pleasing

Bottlo  -  a bottle shop or Liquor store.

Bush telegraph  /  Bush wire  - unofficial communication network by which rumours are spread

Bushwhacker  -  one who lives in the bush.

Bushwacked  - extremely fatigued or exhausted.

Bush week  -  a fictitious week when country people come to town; a time of year when stupid things happen.

Bushytailed – full of health and good spirits.

Bust  - to apprehend for an illegal activity; to go bankrupt; a police raid.

Butt  -  the buttocks, bottom.

C

Cakehole  -  mouth.

Can-do  - capable and obliging.

Centralia  -  the inland region of Australia

Champers – champagne.

Chinwag  -  a chat, conversation.

Chook  -  a chicken

Cobber  - a mate, friend

Cockeyed  - twisted or slanted to one side; foolish, absurd

Codger  -  a bloke, fellow, especially elderly and a little odd.

Compo  -  compensation for injury; workers compensation.

Corker  -  something striking or astonishing; something very good of its kind.

Crapper  -  toilet.

Creepy  -  crawly  -  an insect.

Crook  -  sick, disabled, bad inferior; a thief; to get angry

Crown Jewels  - the testicles

Cut up  - to cause distress to; to criticise severely.

D

Dag  -  a person with little or no dress sense, uncouth

Date  -  buttocks; a date roll is a roll of toilet paper.

Dick stickers  -  men’s brief style bathers.

Digger  -  an Australian soldier, especially one who served in World War I

Ding  - a dent or damaged section of a car, bike, surfboard, etc.

Dinkum / dinki-di  - true, honest, genuine

Down the road  -  term indicating distance but no particular distance, it could be a few hundred metres but may be a few hundred miles.

Drongo – slow-witted or stupid person.

Dunny  -  an outside toilet, lavatory.

E

Earbash  -  to talk incessantly, someone who talks too much.

F

Fair dinkum  -  real, genuine, true.

Few sandwiches short of a picnic  -  slow witted, not all together.

Footy  -  rugby league.

Fridge  -  refrigerator

Full as a boot – intoxicated.

Full of it – someone is full of it if they are a liar.

G

G’day, gidday  -  a greeting meaning good day.

Gee-whiz – an expression indicating astonishment.

Get stuffed  -  go away.

Get the shits  -  to become angry, upset or short tempered.

Gnarly  -  difficult, awkward; terrific, excellent.

Go a meal or drink  -  could eat a meal or have a drink

Go for broke – to risk all ones capital.

Greenie  -  deprecatory term for an environmentalist.

Grog  /  booze  - alcohol, beer, spirits.

Grommet  -  an idiot; a young surfer

Grouse  -  very good.

Grub  -  food.

H

Hack it  -  to tolerate something or to keep up

Hair of the dog  - an alcoholic drink taken to relieve a hangover.

Half your luck -  an expression often indicating envy of one’s goodwill can also be a congratulatory remark or best wishes blessing.

Hard yacka  -  hard work

Hassle –  to give problems, complications or aggravations.

Homestead  -  main residence on a sheep or cattle station (ranch or farm).

Hooroo  -  goodbye.

I

In the shit  -  serious trouble.

J

Jingoes  -  exclamation of surprise

Joe Blake  -  snake (rhyming slang).

John  -  toilet.

Jumbuck  -  a sheep.

K

Kick in  -  contribute money to something.

Knowck off  -  to steal something; a counterfeit product.

L

Lang  -  to inform on someone.

Lair  -  flashily dressed young man or brash or vulgar behaviour.

Larrikin  -  lout, a mischievous young chap.

Laughing gear  -  mouth.

Loo  -  toilet.

M

 Mad as a cut snake  - crasy.

Mate  -  usually a friend  or acquaintance but anyone can be a mate.

Middy  - middle-sized(285ml) glass of beer.

Mug  -  a fool, one easily duped.

N

Nong  -  a fool, idiot.

Noah  /  Noah’s ark  - a shark(rhyming slang).

O

Ocker  -  the uncultivated Australian workingma; boorish, uncouth.

Ol’ cheese  -  mother.

Ol’ man  - father.

Oldies  -  parents.

On a good lurk  -  on to a good thing.

On ya mate  - usually means well done but often used sarcastically.

Open slather  -  free-for-all, anything goes.

Oz  -  Australia.

P

Picker  -  someone who doesn’t want to do something especially within a group.

Pissed  -  drunk.

Pissed off  -  disgruntled, fed up.

Plonk  -  alcoholic liquor, especially cheap wine.

Poddy-dodger -  cattle rustler, one who steals unbranded calves.

Pollie  / polly  - a politician.

Pommy  /  Pom  - English person(usually whinging pom).

Prawn  -  a shrimp.

Pub  -  a hotel, short for public house. Usually taken to mean the bar or drinking area in a hotel.

R

Rack off  -  go away, get lost.

Rag   - a newspaper or a woman who sleeps around.

Ratbag  - rascal, rogue.

Ripper  /  rip snorter -  great, terrific.

Roo -  short for kangaroo.

S

Sandshoes  -  casual footwear, joggers.

Sanga  -  a sandwich or sausage.

Schooner  -  a large-sized (425ml) glass of beer.

Scrub up  -  dress up.

Seppo  /  Septic tank  -  an American (rhyming slang for yark)

Servo  -  a petrol /ervice / gas station.

Sheila  -  girl, woman.

She’ll be apples  -  all is well(rhyming slang).

Shout  -  buy or pay for; a round of drinks in the pub.

Skite  -  boast, brag.

Slab  - carton of 24 beer cans.

Slugo’s  - mens brief style bathers.

Smoko  -  break from work to indulge in chit-chat and a cigarette.

Spine bashing -  restling, loafing.

Spit the dummy  -  get very upset about something.

Sport  -  used as a term of address usually between males like mate.

Squib  - to pry or meddle; one who pries or meddles.

Sticky beak -  to pry or meddle; one who pries or meddles.

Strine  -  Australian English.

Struth  -  an exclamation expressing surprise or verification.

Stubby  -  a small bottle of beer.

Sunnies  -  a pair of sunglasses.

Swag  - a large number or unspecified number.

T

Ta / tar  - thanks.

Tart  -  once meaning ‘sweet heart’ but now a derogatory word for a woman.

Tee up – to organise something.

Thingy / thingo / thingummyjig  - any thing that doesn’t have a precise name.

Tightarse – someone who won’t buy a drink or won’t part with money.

Tinnie  -  a can of beer.

True  blue  - genuine.

Tucker  -  food.

U

Uee  - a U turn.

Up a gum tree  -  in difficulties, stranded.

Up shit creek  -  in trouble (often without a paddle indicating serious trouble)

Ute  -  small truck, short for utility truck.

V

VB  -  Victoia Bitter, a beer.

W

Walkabout  -  a period of wandering, usually in reference to Aborigines.

Walloper  -  one who thrashes someone.

Wally  -  someone who keeps making mistakes.

Wanker  -  one who masturbates; a person who is full of themselves, egotistical.

Waxxy  / wax head  -  a surfer.

Wedding tacle  -  a penis.

Westie  - someone from Sydney’s western suburbs, often used derogatorily to mean uneducated and or uncultured. Also someone who acts like a westie.

What-da-ya-know – an expression of surprise; a friendly phrase used to open a conversation.

Wombat  -  a simple minded person.

Wog  - derogatory term for a foreigner, especially one of Mediterranean or Middle Eastern extraction.

X

XXXX  -  a Queensland beer brand (pronounced four ex).

Y

Yarn  -  a story

Yobbo  -  loutish, surly youth.

Yonks  -  a long period of time.

(Source: Ditc, training course, ausfamil 2008)