Exploring Linguistic Diversity of Solapur

Exploring Linguistic Diversity of Solapur

In a recent article on experiential learning, I shared about a Samaj Darshan activity conducted at Jnana Prabodhini, Solapur, aimed at studying the linguistic diversity of the city. Many readers appreciated the example and requested more details about the activity. After going through the records and teachers' diaries, I have written down the details of this Samaj Darshan activity focused on understanding the linguistic diversity of Solapur.

At Jnana Prabodhini, Solapur, we select a theme every year that encourages students to explore various aspects of society and culture. By participating in Samaj Darshan, students gain valuable insights that help them connect more deeply with the people and places around them.

The objective is to understand society; both its strengths and challenges, appreciate its culture, and develop a sense of gratitude towards the people and communities who contribute to it.

This activity is practiced as whole school model where along with students and teachers all stake holders are invited to participate in organising experience. Samaj Darshan is whole school model of Sahadhyay Din, an experiential learning day.

Here is an excerpt from teacher’s diary:

At Jnana Prabodhini, we’ve always believed in pushing the boundaries of conventional education. This year’s Samaj Darshan activity exemplified this ethos, focusing on understanding the multilingual community in Solapur. From the outset, we recognized that this endeavour would be both ambitious and challenging, yet profoundly rewarding.

Our initial planning sessions were filled with dynamic discussions. We were determined that students wouldn't just learn about languages and society in theory—they needed to experience it, connect with it, and reflect on it.

Solapur, located on the border of two states and home to diverse linguistic communities, provided an ideal setting for this exploration. The city’s rich cultural mosaic offered students a unique opportunity. To facilitate this, we decided that students would interact with multilingual families across Solapur, visiting their homes to learn about their languages, cultures, festivals, migration, occupations and daily lives.

In preparation, we wanted the students to experience language and culture in a more profound way. On Ashadhi Ekadashi, the school reverberated with the sounds of various linguistic bhajans. On Gurupurnima, teachers fluent in different languages were invited to share their knowledge with the students. These warm-up activities set tone for the day —students were no longer just learning facts about linguistic diversity; they were participating in a celebration of diversity.

Recognizing the need for structure in this ambitious project, we developed and finalized questionnaires with the help of language experts and community elders. These guidelines ensured that students approached their interviews with both curiosity and respect.

A pivotal moment in the preparation was a live demonstration of how to conduct an interview. We invited a Kannada-speaking family from our community, giving students the chance to observe and engage directly. This hands-on approach built their confidence and emphasized that learning about another language or culture is as much about listening as it is about asking questions.

Organizing the logistics was another critical aspect. We divided 508 students into 87 groups, each consisting of six students from standards 5th to 10th, with group leaders from the 9th and 10th standards guiding the younger students. This collaborative effort extended beyond the students and teachers, involving parents, youth volunteers, and staff members who mentored the groups.

The day of the field visits was filled with excitement and a bit of nervousness. Students, alongside 100 guides, visited 387 families who spoke 16 different languages. The data they gathered transcended mere numbers, capturing lived experiences and personal stories.

As we compiled their findings, the students took ownership of the project, creating exhibits that included questionnaires, graphs, charts, articles, and presentations. This process culminated in a family gathering, where the host families saw their cultures and languages reflected in the students' work. It was a powerful moment of connection, transforming strangers into school well-wishers during this educational journey.

Reflecting on the experience, we were deeply moved by the connect of students with host families and their understanding about linguistic diversity. They came to appreciate Solapur not just as a city of diverse languages, but as a community of shared cultures. This project has helped them see themselves as part of a larger, interconnected society, driven by a desire to connect rather than by mere curiosity. The experiences from this activity will undoubtedly stay with them, shaping their worldviews and helping them grow into empathetic, socially conscious individuals.

Pravina Joshi, Sopalur

Extracts from students feedbacks:

·       "I was surprised by how much I enjoyed learning about how people from different states are living in Solapur. The migration stories we heard made me realize how our town has become a beautiful mix of cultures, and I felt like we really got to be a part of that."

·       "One thing that stood out to me was how the different communities have contributed to Solapur’s development. Hearing about their occupations and how they adapted to a new region was inspiring. The songs and costumes they shared gave me a deeper understanding of their traditions and how they've blended with our local culture."

·       " The families we met were so welcoming. Did you notice how similar some of the festivals are, even though the languages and foods are different? It was like finding hidden connections between our cultures. "

·       "Talking to people from different linguistic communities really opened my eyes. It was cool to see how migration has shaped our town, and the festivals they celebrate are so vibrant and unique. I especially loved learning about their traditional costumes. It felt like we were part of their world for a day."

·       "You know what I found amazing? The food! Each family we visited had their own special dishes. It was like taking a trip without leaving Solapur. Plus, I never realized how many different languages are spoken here. "

·       “The warmth and friendliness of the families we interviewed made us feel like we were part of their community.”

·       It was eye-opening to see how families who moved here from other states have brought their unique customs, yet have adapted and integrated so seamlessly into our local culture.

·       "I didn’t know much about different languages before, but after this activity, I understand that language is more than just words—it’s about identity and culture.

·       “At first, I was nervous about interviewing people, but when we visited the families, they were so welcoming.”

 

Objectives of Organizing Samaj darshan on Exploring Linguistic Diversity

·       To help students explore and understand the diverse multilingual and cultural communities within Solapur, fostering an appreciation for the richness of local cultural traditions.

·       To raise awareness among students about societal issues, encouraging them to engage with different communities and gain insights into the challenges and contributions of each.

·       To provide students with hands-on learning experiences by involving them in community interaction, interviews, data collection, and analysis, enhancing their understanding of social dynamics.

·       To foster a sense of unity among students by highlighting the similarities within diverse cultures, promoting the idea of peaceful coexistence in a multilingual society.

Planner for Organizing an Experiential Learning Activity on Linguistic Diversity

Title: Exploring Linguistic Diversity in [Town Name]

Organized by: [School Name]

Step-by-Step Planner

1. Preparation and Planning Phase (3-5 Weeks Prior)

·       Organize a brainstorming session among teachers and staff to define the objectives of the activity, such as creating awareness about linguistic diversity, understanding the cultures associated with different languages, and promoting community bonding.

·       Identify the major linguistic communities in the town. Gather initial data on the languages spoken, cultural traditions, and community leaders. Identity families which can host student groups.

·       Collaborate to design an interview questionnaire that explores key aspects of linguistic diversity. The questions should focus on language history, cultural practices like festivals, food, and clothing, reasons for migration, and the influence of different languages on the town's culture. Example questions include asking about celebrated festivals, the impact of language on local traditions, and what brought the family to the town.

·       Divide students into groups of 6. Assign group leaders from senior classes (e.g., 9th and 10th grade). Ensure each group has a teacher or parent volunteer as a guide.  Depending upon number of groups and identity and communicate with host families. Organize logistics for group visits (transportation, permissions, scheduling).

2. Pre-Activity Engagement (1-2 Week Prior)

·       Organize cultural performances (e.g., bhajans or traditional music) from different linguistic groups to introduce students to various languages and cultural expressions. Hold a special event, where experts speak to the students about the importance of linguistic and cultural diversity.

·       Demonstrate the interview process by inviting a family from a minority language group to participate in a mock interview with a student group. This will help students understand how to interact with family members and practice their interview techniques.

3. Fieldwork Phase; Community Engagement (1 day / 1Weeks):

·       Send student groups into the field to interview a family. Encourage students will talk with families about their language, literature, songs, story of migration, how they are adapting to local language, how migrated family observe cultural symbols, taste food, listen to stories, and engage with family members.

·       By using the questioner and check list of points of interaction students will document their information using questionnaires, photos, and notes. They should gather information on language, culture, traditions, and how these elements contribute to the broader town culture.

·       The group leader and guide should ensure the visit will be an informal family gathering among students and host family.  Avoid formal question answer session.

4. Post-Activity Synthesis and Analysis and reflection (1 Week)

·       Organize group discussion to share experiences during family visits. Encourage students to share their personal experiences and any challenges they encountered.

·       Ask them to write anecdotes during visits and/or reflection on visit based on question as How do different linguistic communities contribute to our town’s identity? What did you learn about the cultural diversity of our town?

·       Secondary class students will compile data from survey questionnaires during visit and present in charts, and graphs to visually represent aspects linguistic diversity in form of posters, infographics. Present them as exhibit.

·       Mentation qualitative observations of students which can be used for formative evaluation. 

5. Exhibition and community gathering (1 Days)

·       Host a gathering where students, parents and host families can interact. Plan activities like language games, cultural performances, or food tasting to make the event interactive and inclusive.

·       Organize an exhibition to display the students’ findings. Invite the host families and other community members to school. Ensure that exhibits highlight the cultural diversity and contributions of the various linguistic groups.

·       Collect feedback from students, teachers, host families and community participants to improve the activity for future iterations.

Prashant Divekar

Jnana Prabodhini, Pune