CBSE Mandates Third Language for Class 6 Students in Major NEP 2020 Implementation
The Central Board of Secondary Education (CBSE) has announced a significant educational reform, introducing a mandatory third language option for students entering Class 6. This transformative change aligns directly with the multilingual learning objectives outlined in the National Education Policy 2020, which emphasizes linguistic diversity from the foundational years of schooling.
Revised Language Structure and Requirements
Under the newly implemented framework, all CBSE-affiliated schools across India will require Class 6 students to study three distinct languages. The policy establishes clear parameters: at minimum, two of these languages must be indigenous Indian languages. When English is included in a student's curriculum, it will be formally categorized as a foreign language within this structure.
In such scenarios where English is selected, students must complement it with two Indian languages to fulfill the three-language requirement. This approach maintains consistency even when students opt for additional foreign languages such as French, Spanish, or German—the fundamental requirement of including two Indian languages within the three-language combination remains unchanged.
Implementation Framework and Regional Flexibility
The three-language approach represents a cornerstone of NEP 2020, applying uniformly to both government and private educational institutions nationwide. While establishing this comprehensive framework, the policy deliberately provides substantial flexibility for states and regions to determine which specific languages to incorporate based on local needs, cultural contexts, and demographic demands.
Students enjoy considerable choice in their language selections, provided they include at least two languages originating from India within their three-language combination. The policy further recommends utilizing mother tongue, home language, or regional language as the primary medium of instruction through at least Class 5, with strong encouragement to continue this practice through Class 8 and potentially beyond.
Continuity Through Secondary Education
According to guidelines established in the National Curriculum Framework for School Education 2023, students should maintain their study of all three languages continuously through Class 10 to ensure educational consistency and linguistic development. Current reports indicate that if institutions implement this recommendation comprehensively, students taking their Class 10 Board examinations in 2031 would likely need to complete an examination paper in their third language.
This represents a notable departure from current examination patterns, where students typically complete only two language papers during Board examinations. The three-language formula itself has historical precedent, having been initially introduced in the National Education Policy of 1968, subsequently reaffirmed in the 1986 policy, and now revitalized through NEP 2020.
Policy Clarifications and Implementation Plans
The central government has provided important clarifications regarding this language framework, emphasizing that it serves as a guiding educational principle rather than a legally binding mandate. Authorities have explicitly stated that no specific language will be imposed upon any state or individual student, preserving regional autonomy while promoting linguistic diversity.
To facilitate this substantial curricular adjustment, educational authorities are developing new textbooks and comprehensive learning materials. Reports confirm that fresh study materials for nine prominent Indian languages are currently in development, targeting implementation for the 2026-27 academic session.
The languages receiving new educational resources include:
- Tamil
- Telugu
- Malayalam
- Kannada
- Gujarati
- Bangla
This comprehensive initiative represents one of the most significant implementations of NEP 2020's linguistic vision, potentially transforming how generations of Indian students engage with their multilingual heritage while preparing for global citizenship.
