How does Pune compare to Mumbai

CONCEPTS - (CON) TEXTS. MULTILINGUALISM IN INDIA AND GERMANY

DAAD sponsored German institute partnership Göttingen - Mumbai - Pune

Multilingualism is a hot topic in India and Germany. The educational policy discussion is surprisingly similar, despite the different social starting points. Multilingualism - in the sense of having access to educational languages ​​- is viewed functionally as an educational goal, not as a model of social integration and thus almost inevitably leads to a hierarchization of languages, because social multilingualism is assessed on the basis of models for dealing with linguistic, social, cultural and other forms of heterogeneity.
Against this background, the project has set itself the task of developing a more comprehensive concept of multilingualism. In doing so, models of 'third culture' (interculturality, transculturality, hybridity, third space, etc.) can be linked to, as they were developed in the course of the cultural-scientific expansions of Germanistic work; Follow-up perspectives are also offered by an intercultural philosophy based on the 'polylog' model. Through this conceptualization of multilingualism, new perspectives and analytical approaches to subjects of German research can be developed, which in turn are subject to these conditions. This also includes the implementation in multilingual mediation activities and the didactic concepts to be developed from this.
The project is to be concretized in sub-projects that process theoretical concepts, relate multilingualism to different (con) texts and analyze multilingual constellations:


CONCEPTS
Concepts of multilingualism and corresponding terms (multiculturalism, interculturality, transculturality, identity, alterity, etc.)
Language and educational policy discourses in comparison (linguistic diversity, conflict)


(CON) TEXTS
Translated worlds
Family told


CONSTELLATIONS
Staged multilingualism in literature and film
Multilingual pluricultural identities in migration contexts
Multilingualism and heterogeneity in intercultural foreign language didactics