The implementation of the CBSE’s revised three-language policy for Class 9 students has sparked concern among educationists and parents, with many questioning the timing of the move and schools’ preparedness as the academic session is already underway.
The Central Board of Secondary Education (CBSE) recently made three languages compulsory for Class 9 students from July 1, requiring at least two native Indian languages under the framework. However, schools had already begun classes and conducted unit tests for the ongoing session, triggering confusion among stakeholders.
School administrators and parents have expressed concern over the abrupt rollout, saying it has created uncertainty for students who had already selected language combinations and begun coursework.
Mount Abu School Principal Jyoti Arora described the implementation as “very sudden”, stating that while the policy aligns with the National Education Policy (NEP), introducing it after the academic year had started had created a “sense of restlessness.” She also sought greater clarity regarding the role of English within the new framework.
Parents also raised objections, saying children had already appeared for assessments in selected languages and were now being forced to alter academic choices midway through the session.
The revised framework classifies English as a foreign language and permits only one foreign language within the three-language structure. This change could affect students who had opted for both English and another foreign language, such as French.
Several parents expressed concern that students with prior preparation in foreign languages may now be compelled to shift subjects, adding academic pressure at a critical stage. Others pointed to practical challenges, including limited language options offered by schools.
Educationists also flagged implementation issues related to teacher availability, timetable restructuring and introducing entirely new languages to students without prior exposure. Questions were also raised over CBSE’s suggestion that Class 9 students beginning a new language could temporarily use Class 6 textbooks to build foundational knowledge.
Experts stressed that while the broader objective of promoting multilingual education is welcome, major academic reforms should ideally be introduced at the start of an academic session rather than midway through the year.
The debate also spilled onto social media, with users questioning whether schools possess the infrastructure and teaching resources required to effectively implement the new language policy. Others voiced concerns over the additional academic burden on students already navigating the transition from Class 8 to Class 9.
