In a significant development, the Central Board of Secondary Education (CBSE) announced on Monday that it will not enforce its new three-language policy on the current Class 10 batch, which is set to graduate in 2026-’27. This decision comes amidst growing concerns and opposition from parents and educators, many of whom have challenged the policy in the Supreme Court since its announcement on May 15.
The new language framework, scheduled to take effect from July 1, 2023, mandates that all Class 9 students learn three languages. Under this policy, at least two of these languages must be Indian, while English is categorized as a non-native option. This fresh directive aims to promote linguistic diversity and encourage students to engage with India’s rich cultural heritage through multiple languages.
However, the CBSE’s recent clarification brings relief to the current Class 10 students, who will be exempt from this new requirement. They will not be compelled to study an additional third language, allowing them to maintain their existing curriculum without disruption. For the incoming Class 9 students, the policy remains intact, requiring them to adopt the new structure. Those studying two Indian languages can choose to either add a foreign language or select an additional Indian language, while those already enrolled with one Indian and one foreign language can opt for another Indian language as their third.
This nuanced approach is intended to ease the transition for students already familiar with their language choices. Moreover, students currently studying two foreign languages have been granted a special one-time relaxation, allowing them to introduce an Indian language into their studies as a third option. Importantly, the CBSE has also announced that there will be no board examination for the third language for the current Class 9 students, simplifying the academic pressure during this transition period.
The implementation of this new policy reflects the CBSE’s commitment to fostering a multilingual environment in schools. While the board believes that equipping students with knowledge of multiple languages will enhance their cognitive abilities and cultural understanding, the challenges of adapting to such changes within a short timeframe have raised valid concerns among stakeholders.
