Quick answer: SEAB’s 2027 G3 SEC private-candidate catalogue lists a range of languages including French K370, German K371, Japanese K372, Spanish K373, Burmese K369 and Thai K374. It also lists Arabic K386 as a private-candidate local subject. These entries must not be confused with the separate school-candidate listing of Arabic as a Third Language K366. The school-candidate catalogue additionally lists Bahasa Indonesia as a Third Language K367, which is not listed in the G3 private-candidate catalogue checked for this article. A language appearing on a public school list does not automatically make it available to private candidates.
If your family is planning an entry, start with the private-candidate catalogue for the exact examination year, subject title and K-code, open the syllabus, and verify the candidate’s eligibility and registration requirements with SEAB. Language study and formal SEC entry are separate decisions. A student may speak a language well at home or through an external course but still need to meet national assessment rules, prepare for the specified papers and check how the result is treated by the programme they hope to enter.
The official qualification is the Singapore-Cambridge Secondary Education Certificate (SEC), beginning in 2027. This guide explains which language options the published catalogues show and how to make a careful choice; it does not promise that every individual is eligible for each subject or that any language automatically fulfils a school, Mother Tongue or post-secondary requirement. Checked against official SEAB documents on 18 October 2026.
Find your answer
- The quick comparison
- 1. Why the phrase “third language” causes confusion
- 2. The G3 private-candidate catalogue is the authoritative list
- 3. French, German and Japanese: what a listing does and does not promise
- 8. How G1 and G2 language catalogues differ from G3
- 12. Formal register and audience awareness
- 15. Does a foreign-language result replace Mother Tongue?
- 20. The role of reading authentic but suitable material
- 25. Future routes: useful skill does not mean guaranteed admission
- Frequently asked questions
- Official references and verification
The quick comparison
| 2027 G3 language in private catalogue | SEC code | Important distinction |
|---|---|---|
| French | K370 | Listed in G3 private-candidate Cambridge subjects |
| German | K371 | Listed in G3 private-candidate Cambridge subjects |
| Japanese | K372 | Listed in G3 private-candidate Cambridge subjects |
| Spanish | K373 | Listed in G3 private-candidate Cambridge subjects |
| Burmese | K369 | Listed in G3 private-candidate Cambridge subjects |
| Thai | K374 | Listed in G3 private-candidate Cambridge subjects |
| Arabic | K386 | Listed as a G3 private-candidate local subject; do not confuse with school third-language K366 |
| Bahasa Indonesia as a Third Language | K367 on school list | Do not assume private availability: it is not listed in the referenced G3 private catalogue |
This is a comparison of published subject offerings, not a statement that every listed entry meets a particular student’s admission, language exemption or Mother Tongue obligations.
1. Why the phrase “third language” causes confusion
In ordinary conversation, a third language can mean anything a student learns after their first two languages. In a national examination catalogue, however, a subject title has a specific administrative meaning. SEAB’s G3 school-candidate list names “Arabic as a 3rd Language” and “Bahasa Indonesia as a 3rd Language”, alongside languages such as French and Japanese. The private-candidate catalogue has its own entries, including a different Arabic subject code. Parents should use the official title and code rather than rely on the student’s personal language history.
The distinction matters because examinations assess an explicit syllabus and may have different entry arrangements. A learner’s home language, Mother Tongue Language at school, elective third language and formal SEC subject are not automatically the same category. Two language qualifications can share a language name but differ in code or curricular expectations. A family should not treat an English-language advertisement for “SEC Arabic” as enough information to choose a paper.
2. The G3 private-candidate catalogue is the authoritative list
SEAB’s SEC site maintains distinct 2027 lists for G1, G2 and G3 private candidates. The G3 page identifies foreign and other language subjects by title, language medium, current K-code and older reference code. It is more useful to a private candidate than the general school list, because candidate category affects which entries are offered. Begin there, locate the actual subject name and follow the linked syllabus document. Check the year at the top of the catalogue before comparing materials.
The private-candidate list currently includes French, German, Japanese, Spanish, Burmese and Thai among its Cambridge subjects, and Arabic K386 in its local-subject section. It also includes several Indian languages. The publication of a subject in the catalogue confirms that SEAB has identified it as available to the private-candidate category; it does not supersede age, registration, examination-component or other individual eligibility requirements. Families should confirm those through SEAB’s 2027 candidate notices.
3. French, German and Japanese: what a listing does and does not promise
French K370, German K371 and Japanese K372 appear in the G3 private-candidate catalogue. That is an encouraging finding for learners who have studied these languages outside the ordinary Singapore secondary school timetable. The listing provides an official starting point for exam preparation: an actual syllabus rather than a guess based on international language course names. A candidate should inspect the syllabus’s communicative aims, reading and writing demands, oral or listening components and any requirements that differ from a private language school’s course.
A student who has completed a general language proficiency certificate should not assume direct equivalence with the SEC subject. Assessment formats, content themes and marking objectives can differ. The learner may be ready in conversation but less experienced with structured writing or particular comprehension tasks. Use one diagnostic exercise per skill area before buying a lengthy course, and keep the official K-code visible on every practice folder. The aim is accurate preparation, not re-labelling existing learning.
4. Spanish, Burmese and Thai: distinct entries, not one generic elective
Spanish K373, Burmese K369 and Thai K374 are also listed in the G3 private catalogue. Each has its own syllabus. A family should resist the temptation to assume that all additional-language examinations have the same number of papers, preparation period or cultural scope. Even when students are proficient speakers, written literacy and formal understanding of the syllabus may require additional practice. Some candidates may have learned a language through family relationships; others may have studied it at a language centre.
The useful question is what the student can demonstrate independently. Can they understand an unfamiliar reading passage? Can they write for a particular audience? Can they respond to a spoken prompt without translating every sentence word for word? A diagnostic based on the official syllabus will reveal whether existing fluency transfers to assessed tasks. This avoids both underestimating a capable bilingual learner and assuming that conversation alone guarantees a high examination grade.
5. Arabic: K386 is not the same label as school K366
This is one of the most important administrative details in the 2027 lists. SEAB’s G3 school-candidate catalogue includes Arabic as a Third Language K366, while the G3 private-candidate catalogue includes Arabic K386 under local subjects. The different titles and codes should prompt a family to open the correct syllabus rather than assume one is automatically an alternative route to the other. A learner needs to know which examination they are actually registering for.
If a tuition provider says “we teach Arabic SEC”, ask which code, which catalogue and which candidate category it means. Check the language medium, papers and assessment objectives in the linked syllabus. Do not assume that meeting an entry requirement for K386 would entitle a learner to the school-only third-language route, or that the same questions appear in both assessments. The correct code may also affect how an institution interprets the result, so formal admission questions should go to the receiving institution and relevant authority.
6. Why Bahasa Indonesia requires special caution
SEAB’s G3 school-candidate catalogue lists Bahasa Indonesia as a Third Language K367. The referenced G3 private-candidate catalogue does not list that entry. A family searching the web might nevertheless find the K367 syllabus and assume they can apply as an independent learner. That assumption is not supported by the private list. Before making plans, check for updated official notices and seek clarification from SEAB if a private application is being considered.
This is not a judgement about the value of Bahasa Indonesia. It is widely useful for communication, culture, regional work and personal relationships. A student can continue learning it through legitimate educational routes even if a particular national examination entry is not available to their candidate category. The distinction is between building competence and obtaining a specific SEC result. Families should avoid providers that promise private registration solely because a school syllabus exists online.
7. Other Indian languages appear at more than one level
The 2027 private-candidate catalogues also include languages such as Bengali, Gujarati, Hindi, Panjabi and Urdu at G2, while G3 has corresponding language entries with different K-codes. These may be Mother Tongue or heritage-language choices for some families rather than “foreign languages”. Their presence illustrates why parents should search by exact subject title and level instead of putting all non-English languages into a single generic third-language category.
For example, a candidate exploring Hindi should inspect the G2 and G3 private lists, compare the relevant syllabuses and check the intended post-secondary requirement. A language may serve educational, cultural and personal functions that go beyond an examination. Choosing a level should take account of reading, writing and comprehension readiness, not simply the number of years spent hearing the language at home. Do not plan to sit different levels of the same subject within one SEC sitting: SEAB’s subject-level rule does not permit that.
8. How G1 and G2 language catalogues differ from G3
At G1, the private-candidate list includes Chinese, Malay and Tamil, together with English and other core subjects. At G2, it includes ordinary Chinese, Malay and Tamil as well as several other Indian-language subjects. G3 has a broader set of named language entries, including the foreign-language options discussed here. Therefore, when a parent asks whether “SEC offers German”, the precise answer refers to the 2027 G3 private catalogue—not a guarantee that German is available as a G1 or G2 private subject.
The student should be working toward the actual examined level, not simply trying to fit an existing language ability into the nearest name. If a family is uncertain whether a school-based third language or another eligible language route is preferable, compare the official syllabuses and ask the school’s examination or language coordinator. For private entries, use SEAB’s relevant candidate channel. The published list is the starting map, not a substitute for personal eligibility checks.
9. Are the codes the same as older O-Level codes?
SEAB’s 2027 tables include older reference codes to help candidates identify continuity with earlier subject arrangements. Those reference codes are useful when comparing teaching material but do not become the SEC registration code. For a 2027 private candidate, the K-series code associated with the correct subject level and title is the key reference. If a resource advertises only a previous GCE number, check whether its content and assessment format still align with the 2027 syllabus.
Older questions can sometimes provide valuable reading, grammar or comprehension practice. However, a candidate should not assume that an older paper has identical mark weightings, response modes or expected content. Create a simple crosswalk: current K-code, former reference, current syllabus objectives, corresponding old questions and gaps requiring new resources. This protects preparation from both needless reinvention and misplaced confidence in historical papers.
10. Does speaking a language at home prove examination readiness?
Home use gives a learner valuable vocabulary, listening experience and cultural understanding. It may also produce strong conversational fluency. But formal examinations often require reading unfamiliar texts, writing for specific purposes, interpreting nuanced information and responding in a structured way. A capable speaker may need targeted help with formal register, spelling, written organisation or time management. The right diagnostic respects the existing language skill while identifying what the assessment still demands.
Ask the learner to complete an unseen reading task, a short piece of writing and an oral response aligned to the syllabus. Record not only whether the answer is correct but why an error occurred. A literacy gap should be addressed differently from a vocabulary-retrieval problem. Families should avoid treating a child who speaks a heritage language with confidence as either automatically fully prepared or somehow deficient because formal writing takes longer. Both types of skill can develop.
11. Listening, reading, speaking and writing may need separate plans
A general “learn more Japanese” or “improve French” goal is too broad for efficient SEC preparation. Read the selected syllabus and identify the assessed components. Build separate practice routines where the syllabus requires listening, oral communication, comprehension, grammar or writing. A learner might be good at conversational response but struggle to summarise written evidence. Another may read fluently but become hesitant when asked a follow-up question without preparation.
Use a small error log that links each mistake to the skill being assessed. If the student misunderstands a recorded detail, practise listening for context and verification. If a written response is hard to follow, repair organisation and audience awareness. If spoken replies remain short, use one opening answer, one supporting reason and an appropriate example. These are teaching strategies, not a claim that every language syllabus has identical assessment objectives or paper timing.
12. Formal register and audience awareness
An examination writing task may require language that is appropriate to a friend, a school authority, a wider audience or an informational context, depending on the syllabus. Learners should not memorise one universal greeting or closing. Instead, identify who is communicating, to whom, for what purpose and in which medium. Then decide what information the reader needs. This approach works across languages while allowing a proficient teacher to correct language-specific conventions.
A hypothetical writing exercise might ask the student to request information about a cultural event. The writer should introduce the purpose, ask answerable questions and use suitable politeness. Another task might involve explaining why a community activity is worthwhile. The same vocabulary does not fit every relationship. Examination preparation becomes more effective when the student understands why a particular register is used, rather than memorising a sample text without knowing what can change.
13. Language knowledge and cultural knowledge are connected but distinct
Learning another language opens a window into culture, history and everyday life. That curiosity can be highly motivating. It should not, however, be confused with a requirement to memorise stereotypes about a community. Good language learning uses real contexts, acknowledges variation and asks the learner to interpret evidence. A cultural example can enrich a response when relevant, but it should not replace the specific comprehension or writing task.
A student might study how public transport announcements communicate urgent information in different languages. The exercise can build vocabulary, register and audience awareness. Another activity might compare the wording of two event descriptions and explain how tone changes. These skills have value beyond SEC and encourage respectful multilingual communication. Always adapt the difficulty to the selected syllabus; do not infer that a G3 examination requires the same cultural knowledge as an unrelated language proficiency test.
14. Candidate eligibility is more than being on a list
SEAB says eligible private candidates register through its Candidates Portal and may choose subjects and levels available to private candidates for the examination year. The presence of French K370 or Japanese K372 in the catalogue is therefore a necessary starting point but not a complete eligibility decision. A candidate must follow the published SEC registration requirements, deadlines, fee and examination-centre instructions. Details can change between the former GCE system and the first SEC year.
Parents should keep the administrative task separate from the learning task. For registration, confirm candidate eligibility and obtain official entry proof when issued. For learning, read the syllabus and practise its assessed skills. If a person needs a language result for admission, check whether the receiving institution accepts that specific subject in the relevant calculation. An examination entry is not a blanket exemption from every other programme’s language requirement.
15. Does a foreign-language result replace Mother Tongue?
Do not assume that it does. Singapore’s Mother Tongue Language policies, any Mother Tongue-in-lieu arrangements and individual exemptions operate under specific rules. The presence of a foreign-language SEC subject does not automatically mean it can satisfy a compulsory Mother Tongue requirement. Nor should a family assume that an Arabic, French or Japanese result carries the same status as ordinary Chinese, Malay or Tamil for every student and pathway.
If the child’s schooling or admissions situation involves Mother Tongue requirements, raise the question with the school and MOE as appropriate, using the exact subject and candidate details. A private SEC registration alone cannot settle that policy. The learner may have good reasons to study an additional language independently of the requirement, such as family connections, travel, communication or future study. Both ambitions can be valued without merging their administrative meanings.
16. What about Higher Mother Tongue in the same certificate?
G3 Higher Chinese K355, Higher Malay K356 and Higher Tamil K357 appear in the 2027 private-candidate catalogue. They are distinct official subjects, not simply more difficult versions of French or Japanese. The Higher Mother Tongue syllabuses and registration arrangements must be checked separately, especially where families want to understand possible later language requirements. Being comfortable with a language at home does not automatically establish readiness for its higher-level national syllabus.
A student considering more than one language should also think realistically about workload. Oral, listening, reading and writing preparations compete for time with Mathematics, Science and other registered subjects. The best combination may not be the maximum number of languages a candidate could potentially list. It is the combination that aligns with genuine competence, future requirements and a sustainable preparation plan. Review the official entry rules before finalising any combination.
17. A hypothetical multilingual family choosing Japanese
Imagine a candidate who speaks English and Chinese, has studied Japanese privately for several years and hopes to take a recognised national language examination. The family sees Japanese K372 in the G3 private list. The next step is to download the current syllabus, identify each assessed component and complete a diagnostic. The learner might speak comfortably but need more formal reading practice. That finding should guide the revision plan, not undermine the value of earlier learning.
The family should separately check the 2027 registration notice and intended post-secondary admissions requirements. A Japanese examination result may be educationally valuable but should not be described as automatically replacing a required Mathematics or Mother Tongue subject. With the administrative facts clear, the learner can focus on achievable language goals and produce evidence of genuine progress rather than chasing an assumed entitlement.
18. A hypothetical candidate choosing between Arabic codes
Another learner has studied Arabic and finds two different labels: Arabic as a Third Language K366 on the G3 school list, and Arabic K386 on the G3 private list. A careless website might collapse both into “G3 Arabic”. A careful learner follows the school or private catalogue appropriate to their category, opens the matching syllabus and asks SEAB about any registration uncertainty. The difference in code is a real fact that deserves attention.
The student then compares their preparation with the specific assessment objectives, rather than buying materials simply because a course is advertised as Arabic tuition. If the entry is for K386, label all revision documents accordingly. The distinction is not a statement that one language variety or learner is better; it is about accurate assessment identity. A precise administrative choice helps the student’s language skills be evaluated under the correct national entry.
19. A hypothetical Bahasa Indonesia enquiry
Consider a family whose child has been learning Bahasa Indonesia through community activities. They find the school-candidate third-language K367 entry but cannot find it in the 2027 G3 private list. It would be a mistake to presume that the absence is a website omission that can be ignored. The correct action is to check the current private-candidate list, contact SEAB if clarification is necessary and avoid paying for a promised private examination place without official evidence.
The child can continue language learning through appropriate courses and authentic practice. In a later educational stage, the family might explore opportunities where Bahasa Indonesia is relevant, subject to that programme’s requirements. The important message is that a meaningful learning interest should survive an administrative limitation. A national exam catalogue controls exam availability; it does not define the limits of what the student may learn.
20. The role of reading authentic but suitable material
Language students benefit from texts that serve real purposes: notices, instructions, short articles, event descriptions and conversations. Choose material that fits the syllabus and the student’s reading level. Ask what the text is trying to communicate, which details are reliable and what the reader is expected to do. This develops comprehension that transfers beyond memorised vocabulary. For more advanced learners, introduce texts that require inference and comparison, but preserve a clear distinction between source evidence and the student’s own interpretation.
If the material is too difficult, simplify the task rather than treating constant dictionary use as proof of success. A learner could first identify the main idea, then locate two supporting details and finally explain a word in context. Gradually increase complexity. Use the student’s actual SEC syllabus to decide which reading demands matter for exam preparation and which texts are broader enrichment.
21. Oral practice that does not become a performance ritual
Regular conversation with a proficient speaker can improve fluency, but the quality of feedback matters. Ask an authentic question and allow the learner to finish before correcting every sentence. Afterwards, discuss one choice of vocabulary, a useful connector or a clearer example. Change the follow-up question so the learner practises listening and responding rather than reciting a fixed speech. Record a short attempt occasionally to help the student hear improvement over time.
For languages that the family does not speak proficiently, a teacher or language partner can provide the accuracy feedback. Parents can still support consistency and curiosity. The candidate should not be asked to adopt stereotypes or imitate a single accent as the measure of language competence. Formal pronunciation and communication expectations belong to the syllabus; respectful multilingual learning recognises variation while teaching clarity.
22. Written practice: one clear purpose at a time
A candidate’s writing may suffer because they start with a long memorised paragraph that does not answer the prompt. Train a purposeful opening: identify the audience, task and needed outcome. Then arrange the information logically and check a few high-impact language features. A short, accurate response that fulfils the communication purpose is usually better learning evidence than an elaborate but irrelevant composition. The official syllabus specifies the actual examination tasks and marking criteria.
Use a repair cycle. Mark the main meaning problem first, then one recurrent language error. Ask the learner to rewrite without copying the correction word for word. A week later, introduce a fresh prompt that requires the same underlying skill. This shows whether the learner has acquired an adaptable method. The practice schedule should cover the full set of assessed components instead of spending all preparation time on writing if the selected subject also has listening or oral requirements.
23. A sensible eight-week preparation plan
Weeks 1–2: Confirm the exact 2027 K-code, examine the syllabus and complete a diagnostic across relevant language components. Weeks 3–4: Repair the weakest area with short, regular exercises and specific feedback. Weeks 5–6: Use unfamiliar prompts that combine previously practised skills; require independent answers. Weeks 7–8: Complete syllabus-aligned timed rehearsals and review recurring errors. Keep one session for wider enjoyable language use so that examination preparation does not replace genuine motivation.
The schedule is illustrative, not an official SEAB study period. A learner beginning a language from scratch may need a much longer runway. A fluent speaker may need focused formal literacy work rather than basic conversation practice. Plan around other SEC subjects and family commitments. The best evidence of progress is a learner who can handle a new text, conversation or writing purpose more independently than before.
24. How to choose useful tuition or learning support
An effective language tutor should name the exact SEC level and K-code, understand the individual syllabus and identify the candidate’s specific needs. Ask for a diagnostic in reading, writing, listening or oral communication as relevant, rather than a promise of rapid grade improvement. A teacher who understands the difference between K366 and K386 can help a family avoid expensive mistakes; one who cannot identify the syllabus should not be trusted to make entry claims.
A parent can also support self-study when the learner has reliable resources and can correct errors independently. Look for periodic feedback rather than endless worksheets. If a candidate relies on memorised sample essays for every task, more materials may not solve the problem. They may need practice interpreting questions and making language choices. A good tutor builds understanding and confidence while leaving SEAB registration and official admission decisions to the relevant authority.
25. Future routes: useful skill does not mean guaranteed admission
Additional languages can support personal development, international communication, cultural understanding and future work. A student interested in diplomacy, tourism, business, education, translation or regional research may benefit from sustained language study. But no single foreign-language SEC result guarantees entry into a particular post-secondary course or employment opportunity. Course admission uses published subject requirements and relevant aggregate rules, and employers assess more than one certificate.
Families should compare the student’s full SEC profile with the intended 2028 progression pathway. Ask whether the language is recognised for a specific admissions calculation, whether another subject is mandatory and what level is required. Avoid assuming that a foreign-language paper can replace English or Mathematics simply because it is an examinable subject. Language learning can be a powerful advantage when integrated with other skills, not when presented as a universal shortcut.
26. A careful checklist before paying any examination fee
Write the candidate’s category and intended examination year. Find the subject in the matching G-level private catalogue. Record the exact code and subject title, and open the official syllabus. Check the candidate’s eligibility, available registration period, examinations or practical components, venue instructions and fee through the official SEAB process. Keep acknowledgements and verify the final entry proof when issued. Do not confuse a paid language course fee with a national examination entry fee.
If an agent promises registration for a school-only language, ask for authority-owned evidence. If the learner has particular access needs, contact the relevant formal process early. If results are needed for a specific course, confirm the receiving institution’s acceptance criteria before choosing the subject. All these steps are manageable when handled one at a time. Precise choices leave the candidate more time to concentrate on the language itself.
Frequently asked questions
Are French, German and Japanese available to SEC private candidates in 2027?
SEAB lists French K370, German K371 and Japanese K372 in its G3 private-candidate SEC syllabus catalogue. Candidates must still follow the applicable 2027 eligibility, registration and examination rules. The listing is a starting point, not confirmation that a particular person’s application has been accepted.
Can I take Spanish, Thai or Burmese privately?
The published G3 private-candidate catalogue includes Spanish K373, Thai K374 and Burmese K369. Read the individual syllabus before selecting a language, and check the full registration procedure through SEAB when it is published.
Why is Arabic K386 for private candidates different from K366?
SEAB publishes Arabic as a Third Language K366 in the G3 school-candidate catalogue and Arabic K386 in the G3 private-candidate local-subject list. The distinct codes matter. Do not assume identical eligibility or paper content; consult the correct syllabus for the candidate’s entry.
Can I register privately for Bahasa Indonesia as a Third Language K367?
K367 appears in the referenced G3 school-candidate catalogue but not the G3 private-candidate catalogue. Do not assume an ordinary private entry is available from the school syllabus listing. Check later official updates or ask SEAB for clarification if necessary.
Can a foreign-language result replace my child’s compulsory Mother Tongue?
Not automatically. Mother Tongue requirements, possible Mother Tongue-in-lieu arrangements and exemptions have specific rules. A private SEC foreign-language result should not be treated as a universal substitution. Discuss the student’s actual circumstances with the school and the relevant authority.
Can I take the same foreign language at G2 and G3 in one year?
SEAB’s SEC FAQ says students may combine different subjects at different levels but cannot sit the same subject at different levels in the same sitting. Check the available level and code for the particular language before finalising an examination plan.
Does a foreign-language SEC subject guarantee entry to a JC or polytechnic?
No. A course or admission scheme has its own eligibility and aggregate rules. The foreign-language result may be useful where allowed, but the candidate must satisfy the official minimum requirements of the intended pathway.
Is a language centre’s certificate the same as SEC?
No. A private language course may be educationally valuable, but it does not become a Singapore-Cambridge SEC result unless it is formally examined and awarded through the national process. Check who awards the qualification and what the certificate actually certifies.
Related eduKate reading
- Everything to Know About SEC: 2027–2028 Parent Questions Hub
- Private candidates and SEC subject-level choices
- 2027 SEC foreign and third language syllabus differences
- French, German, Japanese and Spanish under SEC
- 2027 SEC Arabic: school third language vs private local subject
- How to read 2027 SEC subject codes
Official references and verification
- SEAB: 2027 G3 private-candidate subjects
- SEAB: 2027 G3 school-candidate subjects
- SEAB: 2027 G2 private-candidate subjects
- SEAB: 2027 G1 private-candidate subjects
- SEAB: SEC overview and private-candidate registration
What to do next: Choose the candidate category first, locate the exact language and K-code in the 2027 private list, and compare the syllabus with the learner’s real skills and future course needs. A language is worth learning for many reasons; the national examination entry should be precise, achievable and honestly described.