The Central Board of Secondary Education's (CBSE) recent decision to enforce three-language formula for students entering Class IX from the 2026-27 academic year has ignited widespread concern among students, parents, and educators. Many fear that new requirement,which mandates the study of at least two Indian languages,could disrupt academic plans and elevate pressure on learners.
Under the updated framework,aligned with the National Education Policy (NEP) 2020, students will need to study three languages—designated as R1,R2, and R3. Critics argue that introducing a new Indian language at this stage may not effectively promote proficiency, given the limited time available for students to adapt. The academic burden is already significant,and adding an unfamiliar language could exacerbate stress levels.
S. Sailaja, a recent Class VIII graduate from Kendriya Vidyalaya in Vijayawada,expressed her frustration. “I have been studying English and Sanskrit as my first and second languages since Class VI,while German was my third language. Under the new policy, I may no longer be able to continue German and could be required to switch to Hindi or Telugu,languages with which I have no familiarity,” she said. For Sailaja,learning German is crucial for her aspirations of pursuing higher education and career opportunities in Germany.
Students who have invested years in foreign languages such as German,French,Japanese,and Spanish are particularly anxious. Many fear that the new policy will force them to abandon these languages,jeopardizing their long-term academic and career goals. Parents share these concerns,questioning the practical implications of the policy. They argue that if two Indian languages are mandatory, English will likely take the third language slot in most schools, limiting options for foreign languages.
“The policy has created considerable uncertainty, and schools will need time to develop a practical model that works for students, parents,and teachers alike,” said a principal of a CBSE school,who requested anonymity. She emphasized the importance of learning about Indian languages and culture but raised concerns about treating English as a foreign language in today’s globalized context .
School administrators are also facing challenges in implementing the new framework. A shortage of qualified language teachers and limited resources complicate the transition. CBSE has suggested that until dedicated textbooks for the third language are available,students may use Class VI language textbooks along with local or state literature chosen by schools.
To address staffing shortages, the Board has proposed that schools temporarily hire retired teachers,utilize qualified staff from other disciplines, or rely on virtual teaching support. Notably, there will be no Class X Board examination for third language; assessment will be conducted internally by schools .
“A significant number of our students have opted for French as their third language. Under new framework,many of them may have to shift to an Indian language,” stated Bharti Dhar,Principal of Shamrock International School in Vijayawada. She also referenced a public interest litigation filed in the Supreme Court challenging the policy,assuring that efforts would be made to facilitate a smooth transition while addressing the concerns of students and parents within the constraints of the new framework.
