CBSE’s three-language policy is slated to be introduced starting from Class 6 in the academic year 2026-27. The initiative aims to promote multilingual learning among students. However, this transition has prompted urgent questions regarding the status of foreign languages such as French, Spanish, and German, alongside the professional futures of teachers specialising in these languages. The requirement for students to learn three languages, with a minimum of two being Indian, poses immediate challenges for schools that currently offer foreign language options.

Schools have been directed to implement this new policy promptly, even as crucial details regarding textbooks and assessment methods remain unclear. As a result, educational institutions are taking quick decisions concerning their language offerings, often to the detriment of foreign language programmes. Akhilesh Chauhan, a CBSE Spanish teacher in Delhi, states that certain foreign languages have already been removed from class curricula, with some schools opting only to teach Sanskrit.

Chauhan raises concerns about the lack of planning regarding who will instruct students in these newly mandated Indian languages. He notes that schools might attempt to manage by redistributing teaching responsibilities, such as asking Hindi teachers to also teach Sanskrit. However, this raises questions about the long-term sustainability of such an approach, especially given the potential inadequacy of qualified staff.

Impact on Foreign Language Offerings

The formal framework established by the CBSE ostensibly allows for the inclusion of foreign languages. However, the enforced requirement for two Indian languages significantly limits the flexibility schools once had. Consequently, schools may consistently prioritise English as a third language, thereby marginalising other foreign languages. This trend is becoming evident, with many schools either eliminating foreign languages from their core curriculum or relegating them to extracurricular status.

Chauhan explains that in some institutions, foreign languages are now offered merely as clubs or activities, occurring infrequently. Such a shift diminishes the significance of foreign languages, reducing them from essential academic subjects to optional add-ons. This trend raises concerns about the long-term viability of foreign language education in CBSE-affiliated schools.

As the curriculum evolves, the job security of foreign language teachers is at stake. Gokul Nandan, a Spanish teacher at an IB school, warns that if the current policy remains unchanged, many foreign language teachers may face job losses in the coming years. He emphasises that the decisions regarding language education will significantly impact the broader language teaching community, including educators at the university level.

Assessment Procedures and Educational Resources

The introduction of the three-language policy has also generated confusion surrounding assessment methods. Schools are expected to start teaching the third language despite the absence of official textbooks. Teachers are currently relying on alternative materials, leading to concerns about the validity of assessments. According to Chauhan, the evaluation for the third language may not carry the same importance as for the first two, potentially undermining its perceived value in the academic framework.

Ankit Agrawal, a teacher from Lucknow, underscores the lack of resources, noting that schools are currently dependent on a haphazard mix of online materials and teacher-created notes. This gap raises questions about the sustainability and effectiveness of the rollout. With limited official support, teachers are uncertain about how long they can maintain this approach before it becomes unmanageable.

Although some students may still have opportunities to learn foreign languages in certain urban schools, access is likely to be inconsistent. Nandan notes that schools in metropolitan areas might offer foreign languages as optional courses or hobby classes, while others might eliminate these entirely due to insufficient staffing. This disparity in access could ultimately hinder the equitable distribution of language education in India.

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