Moving the conversation beyond controversy towards learner-sensitive implementation and meaningful learning.
The recent CBSE Circular has restarted the debate around the Three-Language Policy. The CBSE circular number Acad-33/2026 dated May 15, 2026, outlined a roadmap of implementation of the third language in its affiliated schools. The circular proposed that schools should begin teaching of the third language for the current class IX cohort and use class VI textbooks as the interim learning resources till the textbooks are ready and available. It also suggested use of learning materials from cultural and literary sources to make learning fun and enjoyable for children. The circular further informed that there will be no class X Board examination for the third language. The students shall be assessed internally, which will be reflected in the Board’s certificate.
The purpose of this article is not to make readers take a particular side, but to examine the educational value of learning the third language, the current learner realities, and implementation challenges before schools, through an objective study of available facts and research.
Why Multilingualism matters
In a section titled ‘Multilingualism and Power of Language’, the NEP2020 visualises multilingualism not just as learning multiple languages but as a powerful social, cultural and educational resource. It promotes the use of mother tongue and home language for learning in foundational years and encourages students to learn a minimum of three languages, two of which should be Indian languages.
Research says that learning in a familiar language improves children’s ability to think critically, solve problems and express themselves creatively- all the processes that support stronger cognitive development. Research also indicates that a strong foundation in the first language facilitates learning additional languages. Better communication skills improve class participation and learner confidence contributing to improved foundational literacy and numeracy.
Multilingual learning helps reduce learning barriers by making learning more inclusive especially for children from tribal and rural communities and marginalised sections. Multilingualism also helps preserve rich linguistic diversity and literary and cultural resources.
Challenges in Meaningful Implementation
While research and NEP demonstrate the immense potential of multilingualism as an educational strategy, these benefits cannot be assumed automatically. The question before us is not whether multilingualism is desirable for schools but whether schools are adequately equipped to implement it meaningfully, while reducing the transition challenges for learners who may not have experienced a uniform progression in the third language in classes VI-VIII. They are entering the new language framework directly at secondary level-Class IX.
An important question emerging from CBSE’s implementation process is whether the current class IX represents the transitional group of learners. A transitional group here would refer to the current Class IX students who may not have gone through the intended R3 learning pathway from Classes VI–VIII but are entering the new language framework now at the secondary stage with different levels of exposure and preparedness in the third language.
An additional challenge faced by the transitional group of learners is that the textbooks and learning materials are under development. Therefore, during the period of transition the schools will not only have to tackle the varying degree of readiness in leaners while simultaneously ensuring availability of appropriate teaching-learning materials suited to the learning needs of the transitional group.
Strengthening the Transition: Considerations for CBSE
While educational rationale for Multilingualism is well founded, but educational reforms can achieve their desired purpose only when policy goals are aligned with classroom realities. Since the current Class IX cohort may represent the transitional group of learners, some measures are suggested below to ease the challenge of transition to support learners, teachers and parents.
Bridge Learning Support for Transitional Learners
Bridge Modules for language learning are transitional learning programmes designed to strengthen foundational learning skills before regular language learning begins. They usually comprise of simple listening and speaking activities such as role play simulations, vocabulary building and pronunciation games, and short conversations related to daily life- all focused-on building functional usage of the language. Learning of third language may begin with these modules for a duration of 6-8 weeks before the regular instruction.
Timely Development of Learning Materials
Timely availability of textbooks, and supplementary learning materials such as audio-videos, language learning applications (apps) can help learners, teachers and schools meet the challenge of transition successfully. Since most schools may be struggling to recruit teachers therefore they cannot be expected to design high-quality supplementary teaching-learning materials. By ensuring timely availability of such resources to schools, CBSE can ease the implementation challenges and facilitate smooth transition.
Framework for Assessment
CBSE has excluded the third language from Board examination to reduce pressure on learners. However, maintaining fairness and consistency across all schools will require a framework for internal assessment. The National Curriculum Framework for School Education – 2023 provides a framework of curricular goals, competencies, learning standards and expected progression to plan teaching learning experiences and assessment of all languages R1, R2 and R3.
Aligning classroom teaching and assessment with the NCF expectations will help schools to consciously move away from rote learning, design learner-centred experiences and ensure greater consistency in assessment.
Parent Communication and Orientation
Concerns raised by parents need to be addressed on priority as students at this stage of schooling have multiple academic responsibilities. It is only natural for parents to question if the third language will increase the learning burden for their child and affect their performance in the Board exams. Parent orientation sessions and regular online interactions with parents will help them understand the purpose and benefits of learning a third language and troubleshoot concerns and issues related to their child’s learning.
Continuous Feedback and Review
Regular stakeholder feedback from students, teachers, parents and schools during the transition phase can help CBSE identify emerging challenges and take proactive steps to facilitate smoother implementation.
In conclusion, the controversy over Three-Language Policy is not just about learning an additional language but about the spirit with which educational reforms are being implemented. NEP repeatedly emphasizes equity, inclusion, flexibility, creativity, learner-centred education and sensitivity to diverse learner needs. As implementation progresses, we are faced with an important question- Does the implementation process adequately reflect the fundamental NEP values?
Policies provide the direction for change, but meaningful educational change can happen only when implementation reflects empathy and care for the stakeholders who are experiencing the intended change.
Disclaimer
Views expressed above are the author’s own.
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