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What Australian slang has given the world

In 2013, ‘selfie’ became Oxford Dictionaries’ word of the year.
It’s become such a ubiquitous word, but few stop to think about where it came from. It may come as a surprise to learn that is has its origins in Australia: the first evidence of the word in use comes from an online forum entry by the Australian Nathan Hope, who posted a photo of his lip, which he says he cut while drinking at a mate’s 21st birthday party.
It’s not the first time an Aussie slang word has made its way into the wider English lexicon. Far from it – Australian slang has influenced the English language around the world, just as Australian culture has been transported to the world by comedians such as Barry Humphries, TV shows such as Neighbours, and actors such as Cate Blanchett and Hugh Jackman.
In the past six months, and throughout this year, Oxford Dictionaries has been steadily updating the Australian English entries to its online dictionary. By the end of this project, some 2,000 words, definitions and phrases derived from or chiefly used in Australian English will have made their way into the venerable online dictionary.
Only some of these will have made their way around the world, but just as Australians have historically borrowed many words an incorporated them into their own variety of English, other English-speakers are now borrowing from the Australian vocabulary.
Greenies, mozzies and pollies
Take ‘selfie’. For most Australian English speakers, the ‘-ie’ suffix is a natural part of the language. Unlike similar diminutives in international English, for example ‘birdie’ or ‘doggie’, the ‘-ie’ suffix in Australian English serves as a marker of informality – providing speakers with a shared code of familiarity and solidarity. Australian English is replete with such words: ‘barbie’ (a barbecue), ‘mushie’ (a mushroom), ‘prezzie’ (a present), and ‘sunnies’ (sunglasses) to name just a few.
There are a number of these types of abbreviations that have started their life in Australian English and are now to be found in global English: ‘budgie’ (a budgerigar), ‘greenie’ (a conservationist or environmentalist), ‘mozzie’ (a mosquito), ‘pollie’ (a politician), and ‘surfie’ (a surfer).
The Australian penchant for abbreviating words is also demonstrated by the use of the ‘-o’ suffix. In Australian English an ‘ambo’ is an ambulance officer, a ‘reffo’ is a refugee, and a ‘rello’ is a relative. A number of these types of abbreviations have made their way into global English including ‘demo’ (a demonstration), ‘muso’ (a musician), and ‘preggo’ (pregnant). Other abbreviations, including ‘perv’ (a sexual pervert) and ‘uni’ (university), have also migrated to global English.
Perhaps the most well-known abbreviation in Australian English is ‘g’day’. While this abbreviated form of ‘good day’ is recorded from the 1880s, it came to international prominence in the 1980s through a series of tourism advertisements where Australian actor and comedian Paul Hogan invited people from around the world to visit Australia and say “g’day”.
Many English speakers would also know about the common use in Australia of ‘mate’ (a friend, a colleague) and the great Australian adjective ‘bloody’ (used as an intensifier – ‘that’s a bloody good book’). These two words are used elsewhere but are often stereotypically associated with Australian English.
But a number of widely-used words that have either originated in Australian English, or where the first evidence and primary usage is Australian. These include ‘petrolhead’ (a car enthusiast), ‘ratbag’ (a troublemaker), ‘rustbucket’ (a dilapidated car) and ‘wheelie bin’ (a large two-wheeled bin for household rubbish).
Plenty of verbs, too, have Australian origins. Examples include: ‘to crash’ (to go to sleep), ‘to hurl’ (to vomit), ‘to rubbish’ (to denigrate a person), and ‘to stonewall’ (to obstruct a piece of parliamentary business).
They’re a weird mob…
As with other varieties of English around the world, Australian English has its fair share of idioms and phrases that are often unfathomable to the non-native speaker. This is certainly true of idioms including ‘to carry on like a pork chop’ (to behave foolishly; to make a fuss), ‘to chuck a sickie’ (to take a day’s sick leave from work – with the implication that the person is not really ill), and ‘to spit the dummy’ (to lose one’s temper).
But some Australian idioms and phrases have been taken up widely in global English. For example, ‘like a rat up a drainpipe’ (very quickly), ‘no worries’ (an assurance that all is fine) and ‘to put the boot in’ (to attack savagely, especially when the opponent is disadvantaged, or in a manner which in conventionally unacceptable).
Australian comedian Barry Humphries helped to popularise a number of phrases including some of his own inventions: ‘as dry as a kookaburra’s khyber’ (very dry), and ‘to syphon the python’ and ‘to point Percy at the porcelain’ (both terms for urinating).
Unlike selfie, it’s unlikely these particular phrases will catch on in a big way. But the culture that produced them has contributed many wonderful terms to the world’s vocabularies – and for that we should be ‘rapt as a dunny roll’.
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http://www.bbc.com/culture/story/20150427-pervs-greenies-and-ratbags

Think your world view is fixed? Learn another language and you’ll think differently

Bilinguals get all the perks. Better job prospects, a cognitive boost, and even protection against dementia. Now new research shows that they can also view the world in different ways depending on the language they are operating in.
In the past 15 years there has been an overwhelming amount of research on the bilingual mind, with the majority of the evidence pointing to the tangible advantages of using more than one language. Going back and forth between languages appears to be a kind of brain training, pushing your brain to be flexible.
Just as regular exercise gives your body some biological benefits, mentally controlling two or more languages gives your brain cognitive benefits. This mental flexibility pays big dividends especially later in life: the typical signs of cognitive ageing occur later in bilinguals – and the onset of age-related degenerative disorders such as dementia or Alzheimer’s are delayed in bilinguals by up to five years.
In research we recently published in Psychological Science, we studied German-English bilinguals and monolinguals to find out how different language patterns affected how they reacted in experiments.
We showed German-English bilinguals video clips of events with a motion in them, such as a woman walking towards a car or a man cycling towards the supermarket and then asked them to describe the scenes.
When you give a scene like that to a monolingual German speaker they will tend to describe the action but also the goal of the action. So they would tend to say, “A woman walks towards her car,” or “A man cycles towards the supermarket.” English monolingual speakers would simply describe those scenes as “A woman is walking,” or “a man is cycling,” without mentioning the goal of the action.
The worldview assumed by German speakers is a holistic one – they tend to look at the event as a whole – whereas English speakers tend to zoom in on the event and focus only on the action.
The linguistic basis of this tendency appears to be rooted in the way different grammatical toolkits situate actions in time. English requires its speakers to grammatically mark events that are ongoing, by obligatorily applying the –ing morpheme: “I am playing the piano and I cannot come to the phone,” or “I was playing the piano when the phone rang.” German doesn’t have this feature.
In our study we also found that these cross-linguistic differences extend beyond language usage itself, to nonverbal categorisation of events. We asked English and German monolinguals to watch a series of video clips that showed people walking, cycling, running or driving. In each set of three videos, we asked subjects to decide whether a scene with an ambiguous goal (a woman walks down a road toward a parked car) was more similar to a clearly goal-oriented scene (a woman walks into a building) or a scene with no goal (a woman walks down a country lane).Research with second language users shows a relationship between linguistic proficiency in such grammatical constructions and the frequency with which speakers mention the goals of events.
German monolinguals matched ambiguous scenes with goal-oriented scenes more frequently than English monolinguals did. This difference mirrors the one found for language usage: German speakers are more likely to focus on possible outcomes of people’s actions, but English speakers pay more attention to the action itself.
When it came to bilingual speakers, they seemed to switch between these perspectives based on the language context they were given the task in. We found that Germans fluent in English were just as goal-focused as any other native speaker when tested in German in their home country. But a similar group of German-English bilinguals tested in English in the United Kingdom were just as action-focused as native English speakers.
In another group of German-English bilinguals, we kept one language in the forefront of their minds during the video-matching task by making participants repeat strings of numbers out loud in either English or German. Distracting one language seemed to automatically bring the influence of the other language to the fore.
These findings are in line with other research showing distinct behaviour in bilinguals depending on the language of operation. Israeli Arabs are more likely to associate Arab names such as Ahmed and Samir with positive words in an Arabic language context than in a Hebrew one, for example.
People self-report that they feel like a different person when using their different languages and that expressing certain emotions carries different emotional resonance depending on the language they are using.
When judging risk, bilinguals also tend to make more rational, economic decisions in a second language. In contrast to one’s first language, it tends to lack the deep-seated, misleading affective biases that unduly influence how risks and benefits are perceived. So the language you speak in reality can affect the way you think.
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http://www.theguardian.com/commentisfree/2015/apr/27/world-view-learn-another-language

50 BRITISH PHRASES THAT AMERICANS JUST DON’T UNDERSTAND






1. “How’s your father,” “Rumpy pumpy,” “Good rogering”
Meaning: To have sex, sexual relations, get “your groove on.”
2. “Going to play some footy”
Meaning: Going to play soccer.
3. “I’ll give you a bunch of fives”
Meaning: You’re going to get a punch in the face.
4. “That was a right bodge job”
Meaning: That job went wrong.
5. “Oh bloomin ‘eck”
Meaning: A non-curse word exclamation.
6. “That’s pants”
Meaning: It’s not great, not very good.
7. “I’m knackered”
Meaning: I’m tired, exhausted.
8. “Don’t get shirty with me,” “Don’t get your knickers in a twist,” “You’re getting on my goat,” “Wind your neck in”
Meaning: Someone’s getting angry or aggravated with you…or you’re getting annoyed or
irritated with them.
9. “ I was gobsmacked”
Meaning: I was shocked, lost for words.
10. “She was talking nineteen to the dozen”
Meaning: She was talking at a speedy rate.
11. “It’s all gone pear shaped”
Meaning: Something has gone wrong.
12. “She’s a picnic short of a sandwich,” “She’s a slice short of a loaf”
Meaning: She’s a little dopey, not very clever.
13. “She’s as bright as a button”
Meaning: She’s clever.
14. “He’s as mad as box of frogs,” “He’s crackers”
Meaning: He’s mad. He’s lost it.
15. “Spend a penny,” “Going for a slash”
Meaning: To visit the bathroom.
16. “Well that’s thrown a spanner in the works”
Meaning: Plans have gone awry, a curveball has been thrown.
17. “We’re having a right old knees up,” “Heading out on the tiles,”“Out on the lash”
Meaning: To go out for the night to have a good time. To party.
18. “I’m out on the pull tonight”
Meaning: To go out looking for a lady or man with whom to enjoy a romantic liason (see #1.). To get ‘laid’.
19. “I’m going to get off with him / her”
Meaning: I’m going to kiss / snog that person.
19. “I’m quids in” / I’m skint,” / “Have you got any dosh?”
Meaning: You’ve come into money / You have no money / You’re asking someone if they have any money.
20. “Sweet Fanny Adams”
Meaning: Nothing, such as when being asked what you did for the day or what you’re currently doing.
21. “It’s just Sod’s law”
Meaning: Same as ‘Murphy’s Law’ — what’s going to happen, will happen.
22. “It’s parky out” or “It’s brass monkeys out”
Meaning: It’s cold outside.
23. “She’s such a curtain twitcher” or “Stop being such a nose ointment”
Meaning: She’s a nosy neighbor, stop being so nosy.
24. “Did you see her? She’s such a chav”
Meaning: A British stereotype for a ‘low class’ person or someone wearing ‘cheap’ clothes.
25. “That’s smashing,” “Super,” “Ace,” “Pucker”
Meaning: That’s “awesome.”
26. “Did you just fluff?” “Did you just pop?”
Meaning: Did you just fart?
27. “He’s the dog’s danglies,” “It’s the mutt’s nuts”
Meaning: He’s the best, it’s the best. Top notch.
28. “Nice baps,” “Look at those bristols,” “Look at those rose buds”
Meaning: Nice breasts.
29. “Old Blighty”
Meaning: Britain.
30. “Oh, he’s a Bobby,” “They call him PC plod”
Meaning: He’s a policeman / cop.
31. “I’ll ring you,” “I’ll give you a bell,” “I’ll give you a tinkle”
Meaning: I’ll call you.
32. “He’s such a plonker,” “ponce,” “pillock,” “tosser,” “ twit,” “knob,” “bellend”
Meaning: He’s not very nice / He’s an idiot.
33. “Stop being such a big girl’s blouse”
Meaning: Stop being such a wimp.
34. “Toodle Pip!” “Ta ta!”
Meaning: Goodbye.
35. “I’m just having a fag”
Meaning: I’m just having a cigarette.
36. “I’m totally cack-handed”
Meaning: I’m not coordinated.
37. “He’s such an anorak”
Meaning: He’s such a geek.
38. “Don’t be such a wind-up merchant”
Meaning: Stop teasing.
39. “Having a good old chinwag”
Meaning: Having a gossip / chat.
40. “She’s got a face like a bag full of spanners” / “She has a face like a cat’s arse”
Meaning: She’s not very attractive / She is pulling a ‘sour’ face.
41. “Meat and two veg”
Meaning: A man’s ‘private parts’
42. “She’s so gobby”
Meaning: She’s very mouthy, rude.
43. “She / he / it’s minging”
Meaning: She / he / it’s not very nice, disgusting.
44. “That’s mint, that is”
Meaning: Mint condition, perfect.
45. “Careful, he’s on the chunder bus”
Meaning: He’s going to be sick, throw up.
46. “Oh stop whinging on”
Meaning: Stop moaning.
47. “You look smart”
Meaning: You are well dressed.
48. “That’s lush”
Meaning: That’s nice, or that tastes good.
49. “I’m feel really grotty”
Meaning: Feeling under the weather, not well.
50. “Ta!”
Meaning: Thanks!
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http://matadornetwork.com/notebook/50-british-phrases-americans-just-dont-understand/

Slang dictionary created to help teachers combat bullying

If a student types “gnoc” into their computer, should you be worried? If they tap out “dirl”, should they be disciplined? Should the use of skincare product Bio-Oil concern you?
Teachers who are unsure of the answers might want to turn to a new “urban dictionary” of slang that will help them to crack down on bullying and other inappropriate online behaviour.
The dictionary is part of a computer program that scans online activity in schools for words or acronyms deemed offensive or damaging to students, and then sends a report to teachers.

It is the brainchild of software company Impero, which has worked closely with the Anti-Bullying Alliance, eating disorder charity B-eat, students and teachers to compile a glossary of terms that will trigger an alert.
The dictionary is split into nine sections dealing with issues such as sexting, suicide, grooming, self-harm, adult content, eating disorders, bullying and trolling, and racist and homophobic language.
Terms include “gnoc”, which stands for “get naked on camera”; “dirl”, an acronym often used in online bullying that means “die in real life”; and even the name of well-known product Bio-Oil, which is often used by people who self-harm to reduce the appearance of scars. 

Jonathan Valentine, who developed the program, said it was increasingly difficult for staff to keep up with slang used by young people online. “We originally developed the software to deal with misbehaviour, but we decided to focus on e-safety and came up with the idea of a dictionary of certain words and phrases,” he said. 

“We usually leave it to schools to create their own list of words, but we decided to create our own by going into schools and speaking to students directly. The list can be used by any school across the country, but can also be added to if necessary. And we’ve been told that it has already alerted school staff to a potential suicide.” 

The software is being used in nearly 1,400 secondary schools in the UK, and an earlier version of it has been deployed in schools in the US, where it is being used to tackle gang-related activities.

The Anti-Bullying Alliance urged schools not to use the software as a surveillance tool, adding that the dictionary could give teachers a greater understanding of youth culture.

“When it comes to cyberbullying, it is really important teachers are given as many tools as possible, and what the dictionary has succeeded in doing is often showing the disconnect between teachers and their students,” said Luke Roberts, national coordinator of the Anti-Bullying Alliance. 

“What it also showed were areas where teachers will need to try to keep up to date with the changes in language. Certain words are the same all over [the UK], but what was revealing were the different terms used in racist language, particularly when it came to Islamophobia.”

Mr Roberts said that children of Indian, Pakistani and Bangladeshi backgrounds were being subjected to taunts of “terrorist”. 

Students and teachers at Laurence Jackson School in Cleveland, England, helped Impero to develop the dictionary, and the school said that it had been very effective in preventing abusive behaviour. 

“It’s a very comprehensive list of words,” said Mary King, a member of the school’s senior leadership team. “We were able to contribute our own words to take into account regional variations, because a swear word in the North East [of England] may be different elsewhere.” 

Ms King said that students often made comments online that they would never make face to face, and added that her school’s dictionaries would need to be reviewed regularly to ensure they were up to date. 

“At the moment the dictionaries are very current, but we will have to review and update them at least annually to keep up with the different phrases our students use,” she said.

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http://news.tes.co.uk/b/news/2014/01/23/slang-dictionary-created-to-combat-bullying.aspx

Apostrophe catastrophe as Cambridge City Council bans punctuation from new street names

Grammar gurus have given council chiefs a caning for banning apostrophes from Cambridge street names – amid fears they would be too confusing.

Guildhall bosses’ decision to outlaw all punctuation from new road names has been branded “deplorable” and condemned as “pandering to the lowest denominator”, especially in a city renowned for learning.

Officers said they were following national guidance which warned apostrophes could lead to mistakes, particularly for emergency services.
The city council’s street naming policy says a road called St Paul’s Court would appear in all documentation and nameplates as “St Pauls Court”.

But Kathy Salaman, director of the Longstanton-based Good Grammar Company, said it was a “dreadful” idea.
She said: “I know some people think apostrophes are superfluous but we really need them and I think it’s the first step on a slippery slope.
“If councils are getting rid of them, what kind of message does that give out to students at schools?

“Dropping apostrophes is pandering to the lowest denominator and while eradicating them anywhere is dreadful, it is particularly bad to do it in Cambridge.”

Apostrophes can play a key role in conveying the history of a place – for example, the name Queens’ College commemorates its founding by the wife of King Henry VI and then its refounding by King Edward IV’s consort, in contrast to nearby Queen’s Road.

East Cambridgeshire and Huntingdonshire ban apostrophes too – but they are allowed in south Cambridgeshire.
Cllr John Hipkin, who represents Castle and was formerly head of English at Meridian School in Royston, said: “Punctuation serves a valuable purpose – it helps to convey meaning more precisely and anything which erodes the precision of the English language is to be deplored.

“This is a regrettable erosion of the quality of the English language and such a departure in a city as highly educated as Cambridge is even more regrettable.”
The city council’s policy also bans street names which would be “difficult to pronounce or awkward to spell”, as well as names that “could give offence” or would “encourage defacing of nameplates”.

East Cambridgeshire District Council has gone further, stating: “Names capable of deliberate misinterpretation such as Hoare Lane should be avoided.”
Nick Milne, the city council officer responsible for street naming, said a consultation on the issue had provoked only one objection.
He said the policy brought the council into line with the National Land and Property Gazetteer (NLPG), where all new street names are registered.
Mr Milne said: “We follow guidance from the NLPG and it was decided potential confusion over incorrectly punctuated street names meant we wouldn’t use punctuation any more.

“Our understanding was that many data users including the emergency services make no reference at all as to whether an apostrophe is used or not.”
Existing street names are not affected by the policy.

Where should the apostrophe go? Test your skills:

Questions

He joined Charles army in 1642
Yesterdays weather was dreadful
Jeff Bridges finest performance was in 1991
Its a comfortable car
He employs 14 people at his mens clothing store
My duties included cleaning out the horses stables

Answers

He joined Charles’s army in 1642
Yesterday’s weather was dreadful
Jeff Bridges’ finest performance was in 1991
It’s a comfortable car
He employs 14 people at his men’s clothing store
My duties included cleaning out the horses’ stables
Source: Oxford Dictionaries



Read more: http://www.cambridge-news.co.uk/Cambridge/Apostrophe-catastrophe-as-Cambridge-City-Council-bans-punctuation-from-new-street-names-20140117060000.htm#ixzz2qqMbsUfG

Creating the world’s first bespoke Arabic symbol dictionary

Researchers in Electronics and Computer Science are part of an international collaboration that has been awarded $891,000 of funding to develop a culturally specific Arabic symbol dictionary.
The Qatar National Research Fund has awarded the grant to Dr Mike Wald and his Access Technologies Team in the Web and Internet Science Research Group, at the University of Southampton; the Rumailah Hopital, in Qatar; and Mada – the Qatar Assistive Technology Centre, in Doha; to produce the dictionary.
The collaboration will be combining expertise to create the symbol dictionary that will take into account the diverse nature of the language and how it is used in difference social situations.
Language dictionaries supported by symbols and pictures are widely available in American and British English with many thousands of images representing vocabulary, but currently there is no freely available culturally specific Arabic symbol dictionary.
Dr Mike Wald, the project’s Principal Investigator, said: “We are delighted to be part of this international team that will be pulling together resources from across the globe to develop a new Arabic symbol dictionary.
“The ability to communicate is very important and requires skills that are not always available to everyone due to disability, lack of literacy and lack of language skills when travelling. A person visiting an Arabic-speaking nation without access to the language or knowledge of the alphabet may find it hard to communicate without help.
“We hope that our research will use crowdsourcing to identify appropriate imagery to build a symbol dictionary of frequently-used words based on Modern Standard Arabic,” added Mike.
Maha Al Mansouri, Deputy CEO of Mada, said: “Access to technology for Arabic speaking people with disabilities is largely hindered by the lack of availability of tools and resources in the Arabic language. That is why we have made it an absolute priority to work with our partners to create the necessary tools to empower people with different disabilities throughout Arabic speaking communities all around world.
“Having the opportunity to work with researchers at the University of Southampton on a project that is funded by the Qatar National Research Fund is exactly the kind of partnership we envision going forward, and is reflective of the high standards that we strive to maintain throughout all of our research and development work.”
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Lend me a bitcoin, I'm going twerking! Collins Dictionary unveils its shortlist for Word of the Year

  • Collins Dictionary created the list for Word of the Year competition
  • Twerking, bitcoin, fracking and phablet were shortlisted
  • Geek was crowned the winner as the meaning of the word changed in 2013


  • 2013 has seen the words twerking, selfie, fracking and bitcoin all enter our vocabulary but they were all beaten by geek which was named Word of the Year. 
    Collins Dictionary unveiled its shortlist of words that were in the running to be named the top word of the last 12 months. 
    Geek was crowned the winner because although it origins in the 19th century mean it is not technically a new word, the editors behind Collins Dictionary say its meaning has changed to mean something positive. 

    Ian Brookes, consultant editor, told the Times: 'It has most recently changed from describing someone preoccupied with computing to someone who is passionate about any field of expertise.' 
    He said he believed the more positive definition of the word was something worth celebrating. 
    Bitcoin, the name for the untraceable online currency which has seen a meteoric jump in value this year, missed out on the top spot.





    Miley Cyrus helped make the word twerking recognisable this year and phablet, the name for a handheld computer smaller than a tablet but bigger than a phone, also didn't make the cut. 
    Other considerations were Plebgate, coined after the controversy involving Andrew Mitchell and Downing Street police officers, and the Harlem Shake, the name of a dance craze from 2013. 
    One of the more obscure words was olingiuto - the name for a type of raccoon. 
    It was the first new species of herbivore discovered in the western hemisphere for 35 years when it was found in the forests of Columbia and Ecuador this year. 
    Although these words have been accepted into Collins online dictionary, they may not make it in the print version.


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    http://www.dailymail.co.uk/news/article-2524458/Collins-Dictionary-unveils-shortlist-Word-Year.html

    The 6 English Words Longer Than Antidisestablishmentarianism

    If your elementary school teachers told you that antidisestablish-mentarianism was the longest word in the dictionary, they lied.

    In fact, most dictionaries today don’t include antidisestablish-mentarianism. It’s rarely used anymore, according to Merriam-Webster’s FAQs page. (Apparently, a lot of people wonder about this.)
    Antidisestablishmentarianism was a political position during the Reformation. King Henry VIII wanted to divorce his wife, so he split from Roman Catholicism. Those against him were “anti” the “disestablishment” of the church and thus, didn’t approve of the budding Anglican Church, later known as the Church of England.
    It’s an interesting addition to your vocabulary and historical knowledge. But the word only contains 28 letters — not the longest one in the English language.
    We compiled a short list of longer words below (excluding chemical compounds, which can run up to 189,819 letters.)
    1.Aequeosalinocalcalinoceraceoaluminosocupreovitriolic: noun, a word coined by Dr. Edward Strother to describe the spa waters in Bath, England.
    At 52 letters, this is the longest English word ever created that appears outside literature. Many scholars in the 17th Century (Dr. Strother’s time) spoke Latin fluently. Therefore, much of the word stems from the dead romance language. Let’s break it down.
    “Aequo” means equal in Latin.
    “Salino” comes from “salinus,” the Latin word for “containing salt.”
    “Calcalino,” “aluminoso,” and “cupreo” are all derivative words of their corresponding minerals: calcium, aluminium, and copper, respectively. Waters at the bathhouse must have contained all three.
    “Cera” (embedded within “caraceo”) means “wax” in Latin.
    Finally, “vitriolic” functions as an adjective, meaning “resembling vitriol.” And vitriol is a sulfate of any of various metals (as copper, iron, or zinc).
    These waters were a solution of equal parts salt, calcium, aluminium, copper, and other metallic sulfates that felt sort of waxy.
    2. Pneumonoultramicroscopicsilicovolcanoconiosis: noun, a pneumoconiosis caused by inhalation of very fine silicate or quartz dust.
    Pneumoconiosis: noun, a disease of the lungs caused by the habitual inhalation of irritants (as mineral or metallic particles) — also called miner’s asthma, miner’s consumption.
    Medical terminology does tend to read lengthy, but at 45 letters, this disease is the longest.
    The medical prefix “pneumo” comes from the Latin word “pneuma” meaning wind, air, or breath.
    “Ultra” is another prefix borrowed from Latin which means “to the furthest degree possible.”
    “Silica” (changed to silico for phonological purposes) is the dioxide form of silicone, usually occurring as quartz sand.
    The suffix “osis” refers to an abnormal or diseased condition.
    And we all know what “microscopic” and “volcano” mean. (Silica is often found in volcanic rocks.)
    So pneumonoultramicroscopicsilicovolcanoconiosis is a condition affecting air flow to the furthest degree possible, caused by silica, potentially from a volcano.
    3. Hippopotomonstrosesquippedaliophobia: noun, fear of long words.
    This word has four basic components changed to fit together phonologically: hippopotamus, monstrous, sesquipedalian, and phobia.
    Many theorize “hippopoto” was added as an etymological joke to make the word a little longer — and thereby making people who suffer from the syndrome even more terrified. “Sesquipedalian”is an adjective that means having many syllables.
    String all these together, at 36 letters, and hippopotomonstrosesquippedaliophobia means fear of monstrously multisyllabic words.
    4. Supercalifragilisticexpialidocious: adjective, extraordinarily good; wonderful.
    Made famous by the song of the same title in the children’s movie “Mary Poppins,” this word somehow ended up in the Oxford Dictionary.
    Robert and Richard Sherman co-wrote the song for a duet with Julie Andrews and Dick Van Dyke, famous songbirds of the ’60s. It’s no wonder the 34-letter word stuck.
    5. Pseudopseudohypoparathyroidism: noun, a relatively mild form of pseudohypoparathyroidism that is characterised by normal levels of calcium and phosphorus in the blood.
    For further understanding, pseudohypoparathyroidism:
    noun, a usually inherited disorder that clinically resembles hypoparathyroidism but results from the body’s inability to respond normally to parathyroid hormone rather than from a deficiency of the hormone itself.

    And
    hypoparathyroidism: noun, deficiency of parathyroid hormone in the body.
    The Latin prefix “pseudo” means false, deceptive, or inauthentic. Two “pseudos” amplifies the meaning.
    The prefix “hypo” means under, below, or lower, and “para,” in this case, means beyond or past.
    Suffererers of this syndrome, which is made up of 30 letters, have a twice false, beyond lower (than normal), thyroid issue.
    the estimation of something as valueless (encountered mainly as an example of one of the longest words in the English language)
    .

    Back in the 18th Century, Eton College created a grammar book which contained a section listing all the words in Latin that meant “of little or no value” according to World Wide Words. As a joke, someone stuck them all together and added “ification,” meaning the act of doing something, to make a 29-letter noun.
    Some of these words don’t appear in any dictionary, we know. But that doesn’t mean they aren’t words. Words that appear in the dictionary must meet three criteria: widespread use, sustained use, and meaningful use, according to a lexicographer from Merriam Webster.

    Learners are getting lost without translation skills

    The drive to banish learners' mother tongues from classrooms denies them the vital skill of negotiating meaning between two languages, which is why translation needs to come in from the cold.

    On the express train from Karlsruhe to Cologne, a German passenger is reading engineering documentation in English and using his mobile phone to pass on the content in German. In the back office of a Pforzheim jewellery company, a member of the advertising team is working on the English language version of the company's website, using the existing German version as her source material. Meanwhile, a colleague in Idar-Oberstein is rewriting an incoming email from India for the benefit of her local line manager.
    All of these industry professionals – the backbone of the German economy – are required to practise a skill in which they have received little or no formal training. They have attained a reasonable degree of proficiency in spoken English through a succession of language courses that routinely promote the four skills of reading, writing, listening and speaking, but tend to neglect the fifth skill, that of translation.
    Although translation exercises are included in the syllabus of state schools, they are generally absent in the further education sector. The majority of Germany's 957 Volkshochschulen, which provide over six million hours of language training to just under 2 million learners each year, favour communicative language teaching (CLT) which focuses almost entirely on oral practice in the target language.It is perhaps also significant that while state-schools teachers are drawn almost entirely from the local population, the adult education sector includes a high percentage of native English speaker teachers who received their training in an English-only environment in which translation was not an option.
    The practice of translation has been referred to as "the poor relation of language teaching" while others see it as "the most important channel of intercultural dialogue", but however you define it, you can't ignore it, for the simple reason that all language learners are to some degree translators and need to become accustomed to negotiating meaning between two or more languages.
    Much of the negative reputation of the use of translation as a teaching aid stems from the fact that translation is strongly identified with the grammar/translation method. This first systematic method of teaching and learning English as a foreign language was introduced in Prussia in 1783 and held sway throughout Europe until the second half of the 20th century. Any mention of translation exercises today evokes an image of students learning grammar by rote and struggling through the brain-torturing translation of literary texts.
    And here we encounter a further hurdle: to many teachers in Germany, the use of the home language in English classes is taboo or limited to administrative tasks.
    In private sector corporate language training, feelings run high. Many teachers believe passionately in banishing the students' mother tongue from the classroom. Donal Elsted of Lernerleben, emphasises the experiential aspects of language learning. "Using the target language only is the god of ELT. It is the teacher's mission," he said. "Students come to me because they want to hear me speak English, not German." Not everyone agrees. Michael Lewis, author of The Lexical Approach, has described this situation as "the teacher trying to keep the two languages apart and the student trying to put them together".
    When asked if they use translation in class, most language professionals think of translating key phrases orally for the benefit of students, but rarely consider the more formal use of translation as an aid to learning.
    Sometimes the discussion comes down to a matter of definition. Karen Adam Bohley, English trainer at a major automotive supplier in Coburg, sums up the situation in the corporate language training sector: "We make use of the students' mother tongue in class and use source material in the home language, but draw the line at formal translation exercises. Sometimes students translate without being aware of it. We might compare a website in English and German, but we don't call it translation."
    She also quotes the dilemma faced by the teacher of an adult learner who had seen the Nespresso advert featuring George Clooney and John Malkovich. The German subtitles translate an exhortation to "make an educated guess" into German as dreimal darfst du raten (you've got three guesses). Naturally enough, the student wanted to know if this idiomatic translation was "right". Few teachers are trained to cope with such instances of contextual translation, although the world around us is rife with such practice.
    However, the big picture is neither uniform nor static and a new trend is emerging. Evan Frendo, a teacher trainer based in Germany, says that teaching translation to students of business English is "absolutely the right thing to do. It's a skill they need." This is echoed by Stefan Gee, responsible for all commercial trainees at Henkel Düsseldorf, who frequently asks his students to translate both authentic and trainer-authored emails in both directions, seeing this as a "free practice exercise".
    It is also a fact of life that whatever the teacher does, students use bilingual resources outside the classroom, frequently making use of online dictionaries and parallel text resources such as company documentation and websites present in several languages. Outside the classroom, translation is the norm.
    Furthermore, learning practices are in a state of flux. Not only in Germany but all over the world native speakers of English are becoming more easily accessible. Web 2.0 technologies now enable learners of English to link up with a native-speaker teacher at relatively little cost. With 57% of German households on broadband, learners no longer need to rely on their local teacher for native-speaker guidance. One consequence of this could be a shift in the role of the face-to-face trainer from pronunciation coach and language provider to language transfer facilitator.
    There are signs that previously under-used methodologies such as translation are being re-examined and revitalised. Indeed, there are numerous ways of putting this key skill back into the classroom in a lively and motivating manner, not least the selection of relevant and entertaining source material in audio and video formats as well as in writing, the use of back translation, translation chains, language transfer and decoding games as well as the exploration of existing bilingual texts.
    Ian McMaster, editor-in-chief of the English teaching magazine Business Spotlight compares the current situation to that of dictation: "It's like a pendulum that swings to and fro. Dictation went out of fashion and came back. The same thing could happen to translation. It's a matter of finding new ways to do it."
    Maybe it is time to reawaken interest in the fifth skill and rescue it from semi-obscurity.
    • Maurice Claypole is pedagogical director of LinguaServe and author of Controversies in ELT