 Hello everyone, welcome to Linguistics, welcome to SOAS in the Linguistics space today. I'm really happy you have joined us here. So my name is Maria Fluraki, let me introduce myself a little bit. I've been teaching at SOAS for quite many years now. I've been teaching a variety of syntax and semantics modules and it's always a pleasure to welcome new students at SOAS and to show them what an amazing department we have and how exciting linguistics are. So this is what I hope I will show you today with this presentation. But before I start I can see here my colleagues as well, Jan and Justin and of course Valentina, a student ambassador. So maybe they want to say a few words about themselves before we start. Hi, welcome to everyone and just like Maria, my name is Jan Chiang and I'm very proud of our Department of Linguistics, which has a very long tradition and I teach some modules in linguistics for several years already and I look forward to working with those of you who finally decide to come to SOAS. Thank you very much. Thank you, Jan. Okay, hello everyone. My name is Justin Watkins, I'm a professor of Burmese and linguistics. My interests are in Southeast Asian languages mostly and phonetics and linguistics in general. So descriptive linguistics and more recently social linguistics, all sorts of things. I've been teaching linguistics at SOAS for 22 years and I'm very pleased to welcome you to as applicants of what is the oldest linguistics department in the UK. We've been doing linguistics a very long time and we do it like no other linguistics department in the UK. So we have a really amazing focus on languages of the world beyond the UK, beyond English and beyond Europe. And that's what makes us exciting. So you're very welcome. Thanks. Thank you, Justin. Valentina, would you like to talk to us a little bit about you as well? Hi, my name is Valentina Vigan and I'm a first year at SOAS. I study Japanese in linguistics and I'm super excited to have to talk to so many people who are interested in linguistics as well and hopefully we all have a fun time. Thank you, Valentina. Anyway, you will be able to ask any questions you have at the end of this presentation. So I'm sure everybody will be happy to answer any questions. Okay, so let's start. Yeah, so it's the linguistics taster day. Okay, so in order to be able to introduce you to linguistics, let's have some background as well as to what the School of Languages, Cultures and Linguistics is. So SOAS first of all, SOAS has 100 years of scholarship, which focuses on Africa and Asia. Over 30 languages are being taught. It has a huge library where national research is being done. It has the oldest linguistics department in UK and we are very, very proud of it. Also in SOAS we house the Endangered Languages Archive, which is quite interesting because all the students that are doing field work all around the world, they can collect their material and deposit it in this archive and also any other researcher is able to do so and then it's accessible by everyone. And the students and the staff, they come from over 130 countries and the research expertise in some of the world's key regions. Okay, about the School of Languages, Cultures and Linguistics, it focuses on Africa, near and Middle East, South Asia, Southeast Asia and of course on linguistics. So the degrees that you're going to find in the School of Languages, Cultures and Linguistics is of course the Green Linguistics, which can be combined with other subjects as well. So it's quite popular to have linguistics and Japanese, linguistics and Chinese, of course, linguistics and languages and cultures where you will find languages from Africa, Middle East, South Asia, Southeast Asia. And also we have the linguistics combined with translation, which is another popular choice. There's of course the degree in Arabic as well, and to the degree in languages and cultures, again, combined with another subject if you wish to. One more combination which is quite popular is linguistics and social anthropology. So it doesn't have to be a combination of linguistics and a language only, but it can be another subject as well. So there is a big variety, basically, and accommodates all your interests. Okay, about linguistics, what exactly do we do in a degree in linguistics? First of all, we look at structural and theoretical linguistics that you have to do with phonology, syntax, semantics and pragmatics. And I'm going today to give you a taste of syntax actually, so as to get to know exactly what it is with a variety of languages. And we have a big language variation, and also we focus on the changes among the languages. So we look at a variety of languages all around the world, and actually the data sets that we are using come from all these languages. We focus on languages of Africa, Asia and Middle East, but there is also additional expertise in European, Australian, and American languages. Okay, so what I'm going to show you now is the major world languages and where exactly we find them, in which countries we have the highest linguistic complexity, what we mean by structural diversity, and what we mean by multilingualism as well. Okay, so the major world languages, according to how many speakers speak them, are the ones that you can see in this list. So we have English, Mandarin, Hindi, Spanish, French, standard Arabic, Bengali, Russian, Portuguese, Indonesian, who do Japanese, Swahili, Turkish, Western Punjabi, Vietnamese, Hausa, Egyptian, Arabic, Thai, Amaric, Iranian Persian. Out of all these languages, the ones that you can see, I'm sorry, the ones that you can see in red are languages that are being taught at SOS. So we teach Mandarin, Hindi, standard Arabic, Bengali, Indonesian, and so on and so forth. Yeah, so it's a very, very big variety of languages. Where exactly do we find these languages? The biggest diversity in terms of the languages is found in Asia and Africa, as you can see from the percentages here. So 34% of the world's languages are spoken in Asia and 31% are spoken in Africa. And of course, afterwards we had the Pacific and the Americas that follow. Now out of all these regions, at SOS, we focus on Africa and Asia. So you can understand that we cover a very, very big variety of languages. Now, where do we find the most the languages with the biggest linguistic complexity? You can see them here on this map with the red spots. And again, at SOS, we focus on these regions where we can find the biggest diversity again. So it's Africa, Middle East, South Asia, Southeast Asia. Yeah, so these are the regions that we are extremely interested in at SOS. Again, we have all around the world, we have endangered languages. And you can see here there are hotspots where exactly we find them. What do we mean by endangered languages, which is something it's a topic that we are very much interested at SOS as well. So basically they are languages that are that are being spoken by very few, very few people. And they're about to die or they have they're in danger of dying anyway. So this is where a lot of research is being done. Many students go around and do their fieldwork and they try to document these languages. So something to be preserved from them. Or there are different programs that are being run so as to be able to maintain them and incorporate them back into the communities. And again at SOS we focus on these regions where we have endangered languages. Again, it's Africa, it's Middle East, it's South Asia, Southeast Asia. Yeah, and of course you can see a bit of Australia there in the map where I'm going to show you actually today one language that has been spoken exactly that region in Australia. Okay, so 90% of the world's populations speaks one of 100 languages. 10% of the world's population speaks one of the remaining 6000 plus languages. 94% of the world's languages are spoken by 6% of the world's population. And 50% to 90% of the world's languages are endangered. Okay, so these are some useful statistics that we need to have in mind. Now, what about linguistics now? Yeah, what exactly we do at linguistics and the relevant chapters? First of all, we focus on the sounds of the different words. So we're very interested in phonetics, in phonology, in prosody. Then we're looking at the grammar of the language where the grammar actually consists of morphology that has to do with what the words look like, the form of the words in other words. Yeah, we are interested in the word classes or syntactic categories as we call them. Yeah, so here you are going to find categorizations in terms of which words are nouns, verbs, adjectives, etc. Then we have the syntax that actually has to do with the structure of the language, the patterns that we find across the languages, the order of the different words, the order of the different phrases, how these combinations happen. And of course, we are interested in first language acquisition. Then another subject in linguistics, it has to do with the meaning that is about the semantics of the words, what the words mean. Then we have pragmatics, which is exactly again what the words mean, but now we put the context into play and we try to interpret everything according to the context. And we had the first language acquisition again. And also we have an implementation of all these, the use of language, how we use the language. And here we are dealing, dealing again with pragmatics, we are dealing with discourse, which is basically combinations of sentences more than one, basically, and what exactly they mean and what are the combinations there. And also language in the social world, which has to do with what we call sociolinguistics. So how language affects society or how society affects the language. So we have this use as well. Okay, so what I'm going to show you now is basically I want you to have a glimpse of what we do in the first year undergraduate module in syntax or a master module in syntax. So basically what you will come across as soon as you come so as what you are going to come across in terms of syntax and the structure of language. Yeah. So what I'm going to show to you is differences in terms of phrase order. And you, you, you will see exactly what I mean. And also differences in terms of case systems. So let's take things from the very beginning and let me start with the language that we all know English. Yeah. And let's explore what we mean by structural ambiguity and why the phrase structure is so important and why syntax is so important. Yeah. So here we have a phrase, the tall bishops hat. Okay. If you will look a little bit closely at this phrase, first of all, it's a phrase because we have a combination of words. They're stuck together no matter where we are going to find that in the sentence we cannot really separate them. So this is really the meaning of the phrase. Okay. And here this phrase is about a hat. Yeah. And the hat has some more characteristics. It can be tall. It can be the bishops hat. It can be specific with the there. Yeah. So we have all these other words that they can actually modify the hat. Now, if we look a little bit closer at this phrase, we will see actually that there are two meanings involved. Okay. We have this adjective, the adjective tall. And we can understand that either the bishop is tall or that it's hat is tall. Yeah. And this is given to us with the two structures that we have in B and C. So we have the tall bishops hat in B, where actually we have the bishop being tall and the bishop has a hat. And also we have the structure in C, where still we have a bishops hat. The hat belongs to the bishop, but it's not the bishop that is tall. It's the hat that is tall. Okay. So how are we going to show this ambiguity? This ambiguity doesn't have to do with the meaning of the words. Tall means tall, bishop means bishop hat means hat that we don't have any ambiguity in terms of that. But in terms of how we combine these words together, we get this ambiguity. And this is called the structural ambiguity. Another example, which is one of my favorite ones, and actually always show it to the first year students, is this one. Yeah. So she fed her piranha fish fingers. So look at here how many different meanings we can have. Yeah. So we can have she fed her piranha fish fingers. She fed her piranha fish fingers and she fed her piranha fish fingers. Yeah. So according again to how we combine the different words together, we can have all these different meanings. And something really important here that you can see is actually the brackets. Yeah. The brackets show the phrases. Yeah. So here we have different phrases according to how we combine the different words. Okay. Now phrase, then it's a very, very important thing in syntax. Yeah. But how can we identify the phrases and how can we identify the components of the phrases? Okay. And first of all, we start with the words. And as I said, the words that belong to different syntactic categories. So syntactic categories are nouns, verbs, adjectives, adverbs. Yeah. All these different terms. And they help us to categorize the different words. So for example, in nouns, we know that nouns are all the objects or verbs they may denote actions or I don't know, adjectives, they say have to say something about a noun. Yeah. So they describe a noun. So we have all these semantic criteria in order to identify the different syntactic categories. And that could be a very good starting point. However, look at the sentence. Yeah. The wink is drippner blocked questifocally into the nindim with the pdips. I'm sure that no one understands what this is talking about. Yeah. Yet there is something familiar about it. Of course, it's not English, but there is something familiar about it. It's like kind of English like. Yeah. Okay. We can kind of understand what the verb is. Yeah. Because we see here a word that has this ed at the end. So it's blocked. Yeah. So let's start from this point. So here we have a blocking situation. Yeah. Where somebody an entity blocked. Yeah. And that's somebody that entity that the block was the hink is drippner. Yeah. We have a drippner than here, which is not any drippner. It's a hink is drippner. Yeah. And how did he block the key or she block? He blocked questifocally. Yeah. So we have the manner of the blocking and then we're into the needy and with whom with the pdips. Okay. So again, here we don't really understand what's going on. Yeah. We don't understand the meaning of each one of these words, but yet we understand what's going on. And we see here that it's extremely important the form of each word. So we see this are at the drippner and we can see that it's an entity that is doing something. Yeah. Or we see this L Y at the questifocally and we can understand that these modify says something about this situation of blocking and so on so forth. Yeah. So we we identify the different syntactic categories according to the form according to the to where exactly we find them. Yeah. What is the distribution? Yeah. And all these type of things. But enough about English. Yeah. Let's see what's going on cross linguistically now. Now, the languages of the world fall into different patterns of word order or phrase order. Yeah, as we call it. So 43.3% we find the subject first, the object second and the verb last subject is what basically it's the entity that initiates. Yeah. And we can see that in many different positions in the sentence. The object is what it's actually the entity that receives the action of the verb. Okay. And we can see here all the percentages according to the word orders that we have. And an example that I wanted to share with you is Malay. Yeah. I don't know if any of you know Malay. Yeah. It doesn't really matter. It's a language which is spoken in Indonesia, Malaysia, Brunei and many other regions, many other countries. Yeah. But what we always look at syntax, even if we don't know a language is always the second line in our examples, which is called gloss or glossing. So here we have and the glossing is what it's one to one translation basically of the word that we have. So the first line, you have the original language. The second line, you have the glossing and on the third line, you have the translation. Okay. So here the first sentence says Ahmed eat rice. Yeah, the translation is Ahmed is eating rice. So here we have a situation of eating and there are two participants. One participant is Ahmed. The second participant is rice. How are these two participants connected? They are connecting through the eating. Otherwise, there will not be a connection between the two. Ahmed is the subject that is doing the eating, rice is the object that is being eaten. Okay. We got the second sentence, which is person, this, eat fish. Again, we have an eating situation. A fish is being eaten at this particular case. Yeah, the fish then is the object. And now we see that the subject is the phrase person, this. Yeah, this person will be translated. And in this phrase that has the function, it has the job of the subject, we can see that the order of the words person and this, it's completely different from what we find in English. And this is something really, really important. We are interested in this kind of differences because that way we can give the overall grammar of the language, we can identify the patterns that are there in the language. Okay. And then in the third sentence, a little bit more complex, dog that eat bone bigger. Again, we have an eating situation. But now the dog dog that is doing the eating and bone bigger is being eaten. The first participant is dog that the second participant is born bigger. And again, in this phrase is dog that which is a noun phrase because he's talking about a dog, which is a noun. We can see again, the order of the dog and the determiner that being different from what we find in English. And also with a bone and the big, big being the adjective that modifies the bone, again, the order is different. So if we wanted to show all these differences, yeah, this pattern that exists in Malay, the easiest way to do that is through very, very specific rules that we write it down and we show all these different patterns. So basically we show the combinations of the phrases and we show what each phrase consists of. Each language can have its own rules. When we compare these rules, we can very, very easily identify the similarities and the differences among the languages. Okay, let's make things a little bit more complicated. So this is an Uta's Deccan language, Louisiana. And here we have the sentence, the boy tickled the girls. And the second sentence is the girls tickled the boy. Yeah. Okay, we don't know whether this language has a fixed order, whether these components, they are fixed where we find them or whether we have a bigger variation. But what we are interested in again here is the glossing. And you can see the glossing, it's a little bit more elaborate than before, because the word boy comes with the nom, which is nominative case. So here we have the case systems that play a very, very important role. And the nominative case means actually what that this has the function of the subject, this has the job of the subject. So the boy is the one that initiates whatever action, the verb is about. And then we have the girl that comes with the infix pl for plural and the E at the end, which is for accusative case. So we have here another case, which is the case that is reserved for objects. So here we have a situation of tickling. It happened in the past. And we can see that in the glossing. And it is the boy that tickled the girls and not the other way around. And we can understand that from the cases, from the form in other words of the different words. Okay. Now in B, we reverse the situation. Now we have the girls tickling the boy. How do we understand that? Because now the girl is in nominative case. Yeah. And the boy is in accusative. So now the girl is the subject and the boy is the object. Okay. So again, here the glossing is really, really important. Something else, which is very, very significant in this language is that we find the verb being at the end. So the phrase order is in this particular language, subject, object and verb. So we have here an instance of this particular pattern of phrase order. Again, the same language. It has another very nice feature. So here we don't have sentences. We have phrases. The first phrase is the boy's father. And the second phrase is the boys in the plural father. Yeah. So how do we know what kind of phrases these are? So basically, how do we know which one of the two words is the most important in the phrase? We can see here that father has this prefix third person singular. Yeah. Which means what that it is a word that needs to find something in the phrase to agree with. And that's something in the phrase is the boy. Okay. So the translation here is with a possessive noun phrase, the boys father and the father agrees with the boy because the boy is third person, he yeah, and singular number. Now this changes in the second example, where again, we have father, but now it has a different prefix. It has the prefix poem for third person plural. And we can understand now that the father has to agree has to find something else in the phrase that will be of third person and plural. So this something that is being found in this phrase is the boy, which is in plural. And of course, it's third person as well, because it's a key. So it's not the father that is plural. We're not going to translate it as fathers, it just needs to find something else to agree with, which is of plural number. So this is something very significant as well that we need to list in our phrase structure rules, yeah, and also show this kind of agreement that exists between the noun, yeah, father, and it's dependent, which is the boy in the phrase. Okay. And finally, my favorite language will be re yeah, in Australia, spoken in it's an endangered language. First of all, it's in the northern territory of Australia. I keep talking about phrases. Yeah, and then this language comes and destroys everything basically, yeah, because let's see what's going on. And how we can analyze this this language. So we have three sentences here, and they are all being translated as the two small children are chasing the dog. Okay, let's focus on the first sentence, we have child first in the glossing again, I'm looking at the second line, child, which is dual number, which means two, yeah, and ergative case. So here we have a different type of case that we don't come across in the European languages only actually basket has this type of case system. And this ergative case is reserved for subjects of transitive verb. So basically subject that they need to have two participants. So we have child ergative case. And we understand that's the subject because it's an ergative case. Then next to it, we have small again dual ergative. So again, exactly the same agreement as child that we have here. So we understand that these two words they have to go together, small, more defines the child. Yeah, so it's a small child, small children to be more specific. Then we have another word, which is the word capalla, we don't know much about this word apart from the fact that it gives us the present tense and also dual. And then we have dog, which is an absolutive case. And this means that this is the object. So the absolutive case is the case of the objects in this type of system. And then we have the verb chase, which is non past. So we understand that it's it is two small children, which is a subject. Then the capalla is an auxiliary verb. So it gives us the tense are chasing the verb the dog. Now, in terms of phrases, everything is straightforward here. Let's go to the second sentence now and we can see again the child is at the very beginning. Then we have the auxiliary as a second word. We have the object dog as the third word. Then we have the verb chase. And at the very end, we have the small, however small, still modifies the child, even though they are not together. Yeah. And this is this is not something that we saw in terms of the phrases. We saw that when we have a phrase, we have to have their components stuck together, no matter where we are going to find them in the sentence. But here we see that we have these two components completely separated. The one is at the very beginning. The other one is at the end. And this shows that this particular language doesn't have phrases, but this doesn't mean that it doesn't have a structure of its own. Just the order is so flexible that anything can be found anywhere. So the question is how are we going again to identify who is doing what to whom? Again, it's the case system that is extremely important. That's why we have ergative for the subject, absolutive for the object. And the third example, yeah, again, exactly the same translation. But again, all the components of the sentence are all over the place. We have dog now, the very beginning, the object, then we have the auxiliary second child, third chase and small at the very end again. So again, the same translation again, it's the case system that helps us, but the phrase order is completely flexible. How are we going to analyze that? Also the phrase structures will help us identify what goes together with what? Yeah, and also the morphology plays a very, very important role. So that was a very, very small introduction to the structure of different languages. Yeah, this is actually what the very, very first thing that you're going to do in any syntax module in linguistics. Thank you very much for joining us. And please ask any questions you have. Thank you. Thank you, Mary. That was really, really insightful. Hi, everyone, just to emphasize what Maria says, we do invite any questions. I'll be monitoring the chat feed. If you have any questions, you can also pose them via the Q&A option, which is again just below on the bottom of your screen. And you can also raise your hand. If you raise your hand just to give your heads up that what we'll do is unmute you so you can ask your question in person, but you will be recorded on the camera. So that's just to bear in mind. So as no questions are coming in, shall I, shall I fill the silence with it? Please do. Sorry, I can't see it. Anyone at any time, but rather than stare at our zoom screens in silence, I thought I might say a few things about the question that came in about what was the question? Here we are. And so doing linguistics, we learn a bit of all the languages mentioned or do we choose one language that we're interested in? I think if you're doing linguistics, it's quite useful to separate the activity of doing linguistics on languages in general or a group of languages specifically and learning those languages in a way that you would go about studying them in order to be able to speak them. And there's lots of overlap. I mean, linguists tend to be people who learn to speak lots of languages because they just find them interesting, but you don't have to do that as part of linguistics. So learning to speak languages is something that you can do and are encouraged to do as a linguistic student at SOAS, but you don't have to. And as a linguistic student, you will come into contact with a wide variety of languages, some of which you might at some point wish to learn to speak a bit of if you want. But they're rather separate activities. And that's perhaps worth saying. So another question in from one of our participants about the key differences between structural and theoretical linguistics. Maybe Yen, do you want to talk about that, Maria? May I invite Aisha or Lut? Because they're all here as well. I know, yeah. And I just thought, yeah. Yes, shall I speak? That OK. Yes, so the difference. Hello, everyone. My name is Aisha. The difference between structural and theoretical linguistics. I mean, there are different definitions, I think, for what structural linguistics means. But if or if we take structural linguistic to mean that we are going to investigate the structure of languages, then we don't have to be theoretical in the sense that we don't have to follow a particular theoretical framework. We can do this, you know, remaining neutral when it comes to a theoretical framework. That's the difference. I mean, for me, that's the difference, but it's it's a bit complicated to to to explain in in two minutes here. Is that helpful? I would say hopefully that kind of answers some of the questions. I would just say to some of the attendees, if you feel like you'd like to follow up further, I'll leave my email address or get your contact details afterwards. There's a few questions coming in now just to pick up one on the chat. It says how are we assessed on the course? Maybe I'm I'm happy to speak. Hi, I'm I'm Lutz Martin. I'm also in the linguistics department. My interest is African languages. I'm half in Africa, half in linguistics. And I'm teaching a big module called languages of the world, which is really exciting and also historical linguistics and some African linguistics elements as well. And the assessment, I think, is mainly it's usually a mix of assessments that we try to have diverse assessments. It's data data set. So for example, some of the data Maria showed and that could be very good exercise. You get given data and then ask different questions about how to analyze these data. It might be might be an exercise where you find your own data. So find examples of particular structures. And then, you know, that's that's another question in the chat actually about how the language learning integrates with the linguistics. And then one that happens in many different ways. But one of the ways might be that for the assignments, you can draw on the language you're learning. So if you're if you're learning Hindi or Burmese or Swahili, and there is a question on maybe morphology or word order, then you can use examples from the language you're studying and use that for the linguistics assignment. So a lot of the assessment is data related. There's also essays, of course, where you have more space to explain something or explore questions in more detail. And quite a bit of the assessment is quite free. So you can choose your own topic within within the given given scope of the module. And towards the end of the program, there's larger essays like independent study projects which are 10,000 words essays. And so there's quite a bit of diversity. And there's exams as well, not that many, but some of our modules have exams, which at the moment, because of COVID, and these would be open book exams, so to take the exams. Thank you, Lutz. Another question we've had it is what sorts of jobs does linguistics get you or lead on to? I think one of the one of the most exciting things about linguistics is that it's it's a bit of a secret that linguistics prepares you for almost anything in your life because it is for one thing, it's a full of transferable skills. It teaches you to see patterns, analyze data, theorize about real world objects. So there are lots of very, very important abstract skills that linguistics teaches you. And for that reason, people who've done linguistics go off and do all sorts of different things. And I guess the thread that would tie them together is that they are interested in analyzing data, seeing patterns, interested in patterns, but also, of course, the beauty of language itself. So there is there are overt language related careers that people go into sort of being diplomats or working in NGOs in parts of the world where they've been interested in in the languages that are spoken there. But also people who go and work for Google and become computer programmers, people who are all sorts of things. I think linguistics. And of course, there are many subjects that are studied under the umbrella term linguistics. So you can go from sort of acoustic analysis and computational linguistics that at one end to something more like philosophy or sociology at the other end and anthropology and everything in between. So linguistics covers a very wide range of sorts of people and disciplines, which can be combined in a unique way. So basically, linguistics is for everybody and prepares you for everything is what is what I was saying at the end. But no, I mean, our students, I'm trying to think of some great examples of what people have gone and done. I mean, working for Google is is one. But students who have ended up in the civil service, people who have become diplomats people who have become translators or language scientists of one kind or another, clinicians occasionally students who've done phonetics or sorts of things. We've got about five minutes. I'm just going to pick up a few more questions and come in the Q&A. Sorry, can I interrupt? Yes, please. Nana, perhaps you would like to introduce yourself as well and. Talk a bit about translation. I think it can be connected to what people can do with linguistics as well. Thank you very much, Maria. Hello, everybody. My name is Nana. I'm a head of School of Language and Cultures and Linguistics, but also I'm teaching a translation studies. We have now a transition pathway and from your second year, you can start taking translation modules, which is introduction to transition theory, machine technology and translating cultures one. And in your final year, you can choose translation project instead of taking BA dissertation. If you have any questions regarding BA translation pathway, just please drop me email. I will write my email address in the chat. Thank you. Thank you, Maria. Thank you, Nana. Yes, like I said, we've got about four minutes left now, so I'm just picking up on some of the questions that are here. What, how would the linguistics translation pathway differ from the main one? There's someone who's able to speak to that. I could answer that. So basically, there are different modules from so the first year, it's common for all linguistic students. And then from the second year, there is the translation pathway. And basically, there is a different set of modules that are being taken that are specific for for translation. So you have introduction to translation, translation technology from what I remember different sets of modules that are specific from that for that pathway. Thank you. And what's the balance like between studying linguistics, a language and do they integrate or studying linguistics plus a language and do they integrate? I can try and answer that. I do Japanese and linguistics and in terms of like a workload balance, it is sometimes difficult just because learning a language in general is quite difficult. But it's pretty manageable. You do get a sizable workload, though. And in terms of integrating, it's a lot easier to study a language if you do have a little bit of work. If you bring in your knowledge of linguistics while you're studying, it just becomes beneficial because you can draw sort of comparisons and see different patterns in the language that you're studying. And it makes it a lot easier to study. Hopefully that helped. Brilliant. Are there any more questions that coming through? We've got about two minutes left. Was anything else any of the academics like to pick up on to kind of speak to you? Yes, I mean, I can just add to what Valentina was saying. I think many, many people doing linguistics are also interested in learning languages and many people that are doing linguistics at Saras will be will be learning a language and they complement each other a great deal. They are different sorts of activities, of course, but the one definitely feeds into the other the way that Lutz has said it's very it's certainly possible to apply your linguistic analysis that you're doing on the linguistic side of your degree to the language that you're learning to speak and understand in the language learning part of the degree. In terms of balance, it rather differs depending which language you're learning. If you're doing Japanese, there's probably more Japanese in your degree than they would if you were doing Burmese or Amharic where perhaps less of the language is available. So that depends on the degree structure and particular combinations. Brilliant. I'm going to wrap up now, guys, just because we've kind of reached our allotted time. So I hope that's OK with everyone. Thank you very, very much to all the attendees and the student ambassador for presenting today and answering the questions. And thank you for the attendees. What I'm going to do is just pop an email in the chat section. So if there's any more questions, I can make sure they passed on to the linguistics team as well. So pleased to reach out. Is there anything I'd like to add, Maria? No, that's all. Thank you very much for joining us. It was a real pleasure to have you with us. And I hope we get to see you in person. Yeah. Thank you very much. Thank you. Thank you very much. Thank you. Thank you. Bye. Bye.