The Central Board of Secondary Education (CBSE)'s recently announced three-language policy for students in Classes 9 and 10 is now facing a legal challenge in the Supreme Court. The new framework, which mandates the study of three languages with at least two being native Indian languages, is scheduled for implementation from July 1, 2026, for Class 9 students.
The policy, unveiled on May 15, aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023. It aims to promote linguistic diversity and cultural identity among students, but has sparked considerable debate among parents, educators, and school administrators regarding its practical implications and potential challenges.
Understanding the New Three-Language Policy
Under the revised CBSE framework, students in Classes 9 and 10 will be required to study three languages, designated as R1, R2, and R3. The primary condition stipulates that at least two of these three languages must be native Indian languages. The policy further clarifies that a foreign language can be chosen as the third language only if the first two languages are native Indian languages. Alternatively, a foreign language can be studied as an additional fourth language.
CBSE has maintained that this policy specifically addresses language subjects and does not alter the medium of instruction for other core subjects like Mathematics, Science, or History.
Concerns Over Implementation and Academic Pressure
Educationists and school leaders have voiced significant concerns regarding the feasibility and impact of the new policy. Manisha Kaushik, an educationist and managing director of GAV School, noted that while three languages were previously mandatory up to Class 8, extending this framework to senior classes in a structured manner presents new hurdles. Schools anticipate difficulties with timetable restructuring, additional assessments, and, critically, teacher recruitment.
“Implementing it from July onwards, we would be facing a bit difficulty in accommodating that time,” Kaushik stated, highlighting the tight timeline. She also pointed out that parents and students are not yet prepared for the perceived extra burden and stress associated with learning a third language at this level.
Teacher Shortages and English Language Debate
A major practical challenge is the potential shortage of qualified teachers, particularly for schools expected to offer a wider array of Indian languages. An independent educator emphasized that schools will struggle to find teachers for whatever third language they choose to offer.
Another prominent concern, particularly among parents, is the potential impact on the prominence of English. Sonal Chatrath, Founding Head of Prep School at Queen Elizabeth’s School, observed that English has historically functioned as a crucial second language in India. She stressed the importance of balancing English proficiency for global competitiveness with the preservation of Indian languages and cultural identity. Experts also caution that the academic pressure on students could intensify if schools are not adequately prepared to support multi-language learning.
Questions also persist regarding the readiness of textbooks, curriculum planning, and how the framework will accommodate students transferring between schools across different states. The Supreme Court is expected to hear a petition related to this policy in the coming week, bringing the debate into the judicial arena.