Back to school: Three-language policy hits practical roadblocks

Even as the Supreme Court has taken up the three-language policy, its implementation under the National Education Policy (NEP) across CBSE schools from 2026–27 is creating a complex web of permutations and combinations across States now that two Indian languages (Bhartiya Bhashas) have been made mandatory for Class 6, with some relaxations for Classes 7, 8 and 9 students, who were studying two non-native languages.(Sign up for THEdge, The Hindu’s weekly education newsletter.)For the most part, schools welcome the policy’s intent to promote multilingualism, but there remain practical obstacles in implementation, such as the unavailability of teachers, which is leading to Hindi and Sanskrit becoming default third language options.Join THEdge LinkedIn groupIn most urban CBSE schools, English is R1, the primary language of instruction, which students use to access textbooks, reference material, examinations, digital resources, and supplementary learning. This leaves R2 and R3, the other two language slots, to be filled by Indian languages. In practical terms, there will be less space for foreign languages from Class 6 onwards with the three-language policy in progress.“Language is easily learnt if there is prolific usage in the community and the residing place. Merely learning in school with a few periods may or may not make an impactful change. Careers today are also bringing in people across the globe, so knowing multiple languages is always a great skill, but career choices often extend beyond subject choices made during school education. Academically processing a language is no child’s play; a consistent framework and structure is needed,” said Tania Sen, Principal of Techno India Group Public School, Garia, Kolkata. In her school, English for all practical purposes is R1; Hindi/Bengali is R2; Sanskrit, Hindi, Bengali and French are R3 for Class 9 students. From Classes 6 to 8, R2 could be Hindi/Bengali, while Sanskrit, Hindi, Bengali are R3.“Foreign languages may now be taught in bagless days or Saturday Clubs for which policy deliberations are needed. Indian languages Learning Outcomes (LO) have not been clearly defined in the NCERT portal and the timeline for availability of books is uncertain. Moreover, while foreign language relaxation is a welcome move, there too no syllabus or LO have been provided,” Ms. Sen said.Uncertainty on its implementation“Ideally, language learning should be students’ prerogative. Imposing two Indian languages may not align with what every student wants, though it has its advantages. If the aim is to prepare ‘glocal’ citizens, a good mix of both Indian and foreign languages will empower them. The policy’s implementation in the middle of the session has led to uncertainty and stress. Non-availability of books with an extra subject is unnerving for the students. A pilot could have been run, and a more prepared launch would have helped,” she reiterated. Since R3 combinations already existed till class 8, it has been extended to Class 9 to make the transition easier.At ITL Public School, Dwarka, New Delhi, Principal Sudha Acharya affirms that in Class 6, students have English (R1) as the medium of instruction, and Hindi (R2) as the second language. Since the school is located in the northern belt, there is a paucity of qualified teachers for a wider range of regional Indian languages; hence, Sanskrit has been offered as R3. Students of Classes 7 and 8 are continuing with the foreign or indigenous language they were already studying as R3 post the Board’s one-time relaxation. Students in Class 9 were initially studying two languages.“As per the CBSE Circular of May 15, 2026, students were required to study three languages, with two being native Indian languages. However, the CBSE Press Release of June 29, 2026, provided a one-time relaxation for students in Class 9 (2026–27), following which students are continuing with a foreign /indigenous language as R2, and a native Indian language as R3,” she said.Facing the challengeThe one-time relaxation has addressed an important concern by ensuring continuity for students who had already begun studying foreign languages. The key challenges now are largely related to implementation at the Class 9 level.“The addition of R3 for Class 9 students brings an additional academic subject at a stage when the overall academic load is already substantial. These students are also navigating an expanded Scheme of Studies, with 10 subjects and greater emphasis on competency-based learning. Accommodating another language within the timetable, while ensuring adequate teaching and meaningful learning, is therefore a significant challenge. A second major concern is teacher availability. While the policy provides for indigenous languages, schools, particularly in the northern belt, may not have access to qualified teachers for a wide range of regional languages. This can make the choices available to students much narrower in practice,” Dr. Acharya said.There are also pedagogical and assessment concerns. A student beginning Sanskrit or another Indian language in Class 9 may have no prior exposure, while classmates may have studied the language for several years. “Teaching students with such widely different levels of proficiency in the same classroom is a genuine hurdle. Clear learning outcomes, age-appropriate resources, assessment guidelines and differentiated learning support are therefore essential,” Dr. Archarya said.Developing language proficiencyThe policy’s objective of strengthening Indian languages and promoting multilingualism can be rewarding in the long run, say educators, as exposure to Bhartiya Bhashas can enhance communication skills, cultural understanding, and appreciation of India’s linguistic diversity. “But the success of the policy will ultimately depend on whether students develop meaningful language proficiency rather than merely studying another language as an examination subject. Students need qualified teachers, appropriate resources, clear learning outcomes and sufficient time for gradual language acquisition. Ultimately, multilingualism can be a significant advantage, but the policy will achieve its larger purpose only if language learning is engaging, functional and experiential,” Dr. Acharya said.Refusing to be drawn into a choice between Indian and foreign languages, she claims, “Both have educational value and serve different purposes. Strengthening Indian languages is important for cultural rootedness, linguistic diversity, and an understanding of India’s heritage, while foreign languages provide global perspective, intercultural understanding, and opportunities in an increasingly interconnected world. The concern, therefore, is less about an immediate replacement of foreign languages and more about the overall structure and academic load. A foreign language can still be taken as a fourth language, but this adds another subject to an already extensive academic programme. Ideally, strengthening Indian languages should not come at the cost of global linguistic exposure. The two can and should coexist.”Though the policy provides for a broad range of Indian languages, the actual choices that a school can offer may be considerably narrower. This creates a gap between the range of languages envisaged by the policy and what schools can realistically provide.Dr Acharya recalls a language mapping exercise undertaken at ITL Public School covering students, parents and teachers. The data collected was systematically analysed to understand the linguistic profile of the school community and the preferences of parents and students. The mapping revealed that Hindi is the most widely spoken language among the school community and hence Hindi was offered as R2. The school provided options of Sanskrit, Bengali, Tamil, Punjabi and Marathi as R3 in which a large majority of parents opted for Sanskrit. Accordingly, the language combination being offered at the school is: R1 – English, R2 – Hindi, R3 – Sanskrit. The exercise has enabled the school to align its language offerings with both the linguistic profile of its students and the practical availability of qualified language teachers.Dr Acharya feels that the policy has the potential to promote plurality, but says, prescribing multiple Indian languages does not automatically ensure that students will learn a wide range of regional languages. “Genuine multilingualism develops when students encounter languages in meaningful contexts, have competent teachers and get opportunities to use them beyond examinations. The present framework can contribute significantly to this objective if language learning is approached as a means of communication and cultural understanding rather than simply as another academic requirement. In the long term, multilingual competence can have academic and professional value, particularly in areas such as public service, education, media, tourism, communication and businesses operating across different regions. The larger objective should therefore be to create genuinely multilingual citizens rather than simply multilingual examination candidates,” she says.Puneet Kothapa, President, Narayana Educational Institutions, while echoing her views says, “Language acquisition becomes significantly easier when students are exposed to and practise the language beyond the classroom. For instance, if a language is spoken at home or used regularly in a student’s surroundings, the child is likely to develop familiarity and fluency more naturally. However, when the third language is largely restricted to the school environment, the pace of learning and proficiency can naturally take longer.”At Narayana Schools, the three-language structure ensures the specific language combination is adapted to the linguistic and curricular requirements of each geography. “Our approach is to ensure that students receive continuous exposure to three languages as part of their academic journey, while maintaining flexibility to reflect the regional language environment. The structure generally includes English as R1, along with Hindi and/or the relevant regional or Native Indian language as additional languages,” Mr. Kothapa added.In Delhi-NCR, the three-language structure is introduced from Class III onwards, with English as R1, Hindi as R2 and Sanskrit as R3. “Introducing the structure from the primary years provides students with sustained exposure to multiple languages and supports a smooth transition into the higher grades,” Mr. Kothapa said.In Punjab, the three-language framework has been an integral part of the institution’s academic structure since the establishment of its schools in 2019. Students follow English as R1, Hindi as R2 and Punjabi as R3, with the same structure continuing into classes 9 and 10 to ensure academic continuity. In Maharashtra, the three-language framework has been fully implemented for several years, in line with the state’s language requirements. Marathi is the mandatory regional language, while students can choose Hindi or Sanskrit as the additional language.In Karnataka, Narayana Schools have been offering three languages even before 2017. Students are offered English as R1, Kannada or Hindi as R2, and Kannada, Hindi, Sanskrit or French as R3. “While adopting the three-language approach, we have allowed the implementation to reflect the linguistic context and applicable requirements of individual States,” Mr. Kothapa added.According to him, the three-language formula is not a new entrant and has a much longer history in Indian education. What is relatively new is the way NEP 2020 has re-envisioned multilingual education with a particular emphasis on the two Bhartiya Bhashas, and the R1–R2–R3 structure subsequently articulated through the National Curriculum Framework.“For CBSE schools, the actual implementation of this new framework is only beginning in the 2026–27 academic session. Despite the long history of the three-language approach, it is too early to assess the educational outcomes of this particular NEP-driven implementation. However, exposure to two Bhartiya Bhashas can provide substantial long-term benefits as it can make students more adaptable when they study, work or travel across different parts of the country. They are likely to develop greater cultural sensitivity and an ability to communicate across communities. Over time, this can contribute to a more connected and inclusive society,” Mr. Kothapa said, emphasising the need for multilingualism to be treated as a lived skill rather than merely a curriculum requirement.Munmun Sengupta, Principal Learner Incharge, Delhi Public School Varanasi, has a similar take on the policy. She says, “ From an educator’s standpoint, exposure to two Bhartiya bhashas at the formative secondary level builds a child’s cultural grounding and deepens comprehension across subjects. Sanskrit, in particular, has well-documented benefits for vocabulary development, logical reasoning, and understanding of grammar structures across Indian languages. Hindi, as a connecting language, enhances a student’s ability to navigate the country’s social and professional landscape confidently. Whether the policy fully succeeds will depend on the quality of teaching, the availability of trained language educators, and the degree to which examination structures incentivise genuine learning rather than rote compliance. The foundation is strong — execution will determine impact.”She says that most schools are at varying stages of readiness — some have had trilingual structures in practice for years, while others are now recalibrating their language offerings to align with the new mandate.“The Board has provided curricular guidance and syllabi for the prescribed language options, and schools are expected to ensure adequate pedagogical and administrative infrastructure to support the transition. The implementation, however, presents several practical challenges. First, teacher availability for regional and classical languages remains a genuine concern, particularly for schools in urban or tier II cities that had historically offered only one or two language options. Second, student and parent awareness needs significant building; many families are unfamiliar with the distinction between R1, R2, and R3, and require guidance to make informed choices. Third, the phased transition has created a degree of uncertainty for batches currently in Class 6 and above, who find themselves navigating a curriculum shift mid-stream. Finally, for schools that had robust foreign language programmes — French, German, Spanish — the policy creates a difficult transition, both in terms of student expectations and teacher deployment,” Ms. Sengupta added.Ms. Sengupta said, however, that the disruption created by the policy is real and must be acknowledged. “Students in Class 6 and beyond who had begun foreign language learning under the earlier framework find themselves in a transitional gap that the policy has not fully addressed with compensatory provisions. While the formal foreign language curriculum no longer features in the mandated structure for these cohorts, at DPS Varanasi, we are exploring ways to integrate language enrichment through co-curricular channels — as optional engagements, interest clubs, or integrated cultural programmes — so that students who have a genuine affinity for a foreign language are not entirely without a pathway. The Board would do well to issue clearer guidance on bridge provisions for transitional batches,” she said.Despite the gaps, the policy has yielded some positive outcomes. “By ensuring that every child has grounding in at least two Bhartiya bhashas alongside English, we are creating a generation that is linguistically more rooted than the one before it. Whether students will actively learn and use regional languages beyond their own depends on pedagogy, motivation, and the cultural environment of the school. The academic benefits of multilingualism are well-established: enhanced cognitive flexibility, stronger reading comprehension, and better academic performance across subjects. The policy, in essence, is not just a linguistic intervention but an investment in cultural confidence. Executed well, it could be one of the most consequential educational reforms of this decade,” Ms. Sengupta notedLinguistic plurality“The real success of the three-language policy will be visible when a student from Tamil Nadu develops an appreciation for Hindi, while a student from North India develops an interest in Tamil. India’s strength is its linguistic plurality and schools are perhaps the most important institutions through which children can experience it in a structured manner,” says Vaishnavi. S, Academic Director, Vivekananda Educational Trust (VET), adding, that the policy’s long-term success will depend on whether students can actually listen, speak, read and write with confidence, rather than simply reproducing textbook answers.“We are approaching the three-language framework carefully, keeping in mind the linguistic context of Tamil Nadu and the needs of our learners. Our primary emphasis is on ensuring that students have a strong foundation in Tamil and English, while the third-language opportunity is structured according to the languages offered by the respective school and the availability of competent teachers and learning resources,” Ms Vaishnavi.S said, recounting how the introduction of R3 required considerable orientation among parents.Initially, there were questions about the additional academic load and whether a third language would affect the time available for core subjects. “Our experience has been that parents become more receptive when the purpose is clearly explained: the third language is not merely another examination subject; it is an opportunity to develop linguistic flexibility and cultural understanding. Students, however, should not be expected to make these choices entirely on their own. Schools have an important responsibility to provide career guidance, language orientation and information about the future utility of different languages,” she says.A student studying in a school with a large pool of language teachers and extensive resources may have many more choices than a student in a school where only a few languages can practically be offered. “This is where the system needs to provide flexibility and institutional support CBSE has also indicated that schools may use State-recognised resources and flexible teaching arrangements during the transition where dedicated resources are not yet available. The real principle should be: every child deserves access to quality language learning, even if every school cannot immediately offer every language. The long-term objective should be not three languages on a report card, but multilingual learners who can communicate, appreciate cultures and move confidently across linguistic boundaries,” she added.(Rajlakshmi Ghosh is a journalist with over three decades of experience in media houses and educational institutions)