New Delhi: For three years, a Class IX student at a private school in Delhi carefully built his future around a dream centered on Germany. Fascinated by automobiles, he began learning German in Class VI, preparing for engineering studies and a career in the country's renowned automobile industry. However, his family now fears that this roadmap may need to change due to the Central Board of Secondary Education's (CBSE) new three-language policy.
Student's Dream at Risk
"My son's goal was to go to Germany, study at a university there, and work in one of the top automobile companies. That's why he studied German for three years. But his dream could now be shattered. Also, how will he start learning Sanskrit from scratch in Class IX?" his father asked—a question now echoing across classrooms and WhatsApp groups in the city.
The concerns follow CBSE's decision to make three languages compulsory in Class IX from the 2026-27 session, with at least two being native Indian languages. While there will be no board examination for the third language in Class X, a student wishing to continue with a foreign language of their choice can do so by keeping it as an additional fourth language, provided the school still offers it.
NEP 2020's Multilingual Push
This move is part of the National Education Policy (NEP) 2020's push for multilingual learning and strengthening links with Indian languages and culture. However, many parents and educators argue that the issue is not the idea itself but the timing and execution.
Roopa, the mother of a Class IX student, said that under the new framework, her son may have to give up French entirely. "He will have to learn a completely new language at a stage when he should be focusing on his core subjects," she said, adding that the change places "a lot of unnecessary pressure on kids."
Learning a new language is easier when introduced at an earlier stage. "It involves listening, speaking, reading, and writing. It would have been better if these languages were introduced from Classes I to V, with reading and writing beginning from Class VI onwards," Roopa said.
Legal and Logistical Challenges
A Public Interest Litigation (PIL) challenging the three-language policy has been filed in the Supreme Court, with some parents indicating that more petitions may follow as concerns grow over the implementation framework.
Abhilasha, another parent, said the transition should have been gradual rather than sudden at the secondary-school level. "This should have been rolled out from Class VI onwards so that the continuity of a child's education is not disrupted. My daughter has chosen English as her first language and can take Hindi as one of the Indian languages. But what are we supposed to do about the second Indian language? She has been learning German for the past three years," she said.
Schools had already begun classes, and in several cases, students completed Class IX unit tests before CBSE's announcement on May 16. "My son had taken his English and French unit tests before these guidelines kicked in. Children who have spent years studying a foreign language are now suddenly being told to change course midway, creating confusion and uncertainty," said Anushka Rohatgi, a parent.
Broader Concerns
The debate has expanded beyond learning a new language late in school. Parents question how additional native-language requirements connect with future careers and global opportunities. "How will Sanskrit help with employment opportunities?" one parent asked. Others point to conflicting messages in education policy—promoting a "global curriculum" and project-based learning while simultaneously tightening rules around language choices.
In schools, administrators say the challenge lies in moving from policy to logistics. Adding six to seven extra periods each week for another language could reshape timetables, potentially affecting sports, library, and life-skills periods.
A principal, speaking on condition of anonymity, said they cannot have teachers for all subjects and may have to make Sanskrit "mandatory" as the second native language.
"The shortage of qualified language teachers is also a major concern," said Principal Pallavi Sharma of Mamta Modern School. Schools are struggling with staffing costs, timetable adjustments, and uncertainty around assessment patterns. "Students from diverse linguistic backgrounds may struggle to adapt, affecting their interest and performance in major subjects like science and mathematics," she said, adding that preparations for competitive exams could also be affected.
Rooma Pathak, principal of MM Public School in Pitampura, said while multilingualism is a welcome goal, implementation needs support. "Many students entering Class IX have had little or no exposure to Sanskrit or a third Indian language till Class VIII," she said. Students will have to manage "a steep learning curve in script, grammar, and literature" while balancing five major subjects and skill courses.
Pathak also pointed to another challenge in classrooms: teachers may have to simultaneously support complete beginners and students with previous language exposure in the absence of standardized bridge material or remedial frameworks.
Possible Alternatives
Some parents and educators say schools may increasingly look at alternative boards, such as the International Baccalaureate (IB) and Cambridge, to preserve existing foreign-language ecosystems and teaching expertise.
Many believe multilingualism can enrich learning, but only if students are given room to grow into new languages rather than being asked to switch tracks midway through their journey.
