CBSE’s three-language formula triggers concerns among students, parents

The Central Board of Secondary Education’s (CBSE) decision to implement the three-language formula for Class IX students from the 2026-27 academic year has sparked concern among students, parents, teachers and school managements, who fear that the move could disrupt academic planning and place an additional burden on learners.

Under the revised framework, aligned with the National Education Policy (NEP) 2020 and the latest NCERT curriculum, students entering Class IX from July 1, 2026, will be required to study three languages — R1, R2 and R3 — with at least two of them being Indian languages. While the policy seeks to promote multilingualism and deepen awareness of Indian languages and culture, its implementation has raised several questions among stakeholders.

Many parents argue that introducing a new Indian language at the secondary school level may not achieve the intended objective, as students would have limited time to attain meaningful proficiency. They point out that learners already face a demanding academic schedule and that adding an unfamiliar language in Class IX could increase academic pressure.

“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,” says S. Sailaja, a Class VIII pass-out of Kendriya Vidyalaya, Rayanapadu, in Vijayawada.

Calling the move unfair, Sailaja says learning German is closely linked to her future plans of pursuing higher education and career opportunities in Germany.

The concerns are particularly pronounced among students who have been studying foreign languages such as German, French, Japanese and Spanish. Many fear they may be forced to discontinue languages they have pursued for years, potentially affecting their long-term academic and career aspirations.

Parents also question the practical implications of the policy. They argue that if two Indian languages become mandatory, English is likely to occupy the third language slot in most schools, leaving little scope for foreign language options. Taking a foreign language as an additional subject beyond the three mandated languages would substantially increase students’ workload, they say.

“The policy has created considerable uncertainty, and schools will need time to develop a practical model that works for students, parents and teachers alike,” says the principal of a CBSE school, requesting anonymity. “While it is important for students to learn about Indian languages, culture and traditions, treating English as a foreign language raises questions. In today’s interconnected world, a global perspective is equally important,” she says.

School administrators, meanwhile, are grappling with implementation challenges, including a shortage of qualified language teachers and limited learning resources. CBSE has indicated that until dedicated textbooks for the third language are developed, students may use Class VI language textbooks supplemented with local or State literature selected by schools.

To address staffing shortages, the Board has suggested that schools temporarily engage retired teachers, utilise qualified staff from other disciplines or rely on virtual teaching support. It has also clarified that there will be no Class X Board examination for the third language and that assessment will be conducted internally by schools.

“A significant number of our students have opted for French as their third language. Under the new framework, many of them may have to shift to an Indian language,” says Bharti Dhar, Principal of Shamrock International School in Vijayawada.

Referring to the PIL filed in the Supreme Court challenging the policy, she says, “We will make every effort to ensure a smooth transition while addressing the concerns of students and parents within the constraints of the new framework.”