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CBSE 3-Language Policy: Experts say introducing another language requires schools to balance student choice with staffing and timetable constraints. But there’s also an upside.
CBSE announced the three-language policy guidelines on June 29, 2026. (AI Image)
CBSE schools have begun implementing the new language framework, which aims to expose students to more languages and cultures but has also raised concerns over timetables, teachers, textbooks, assessment and student workload.
The framework is being introduced in phases. Students have two language requirements — R1 and R2 — while a third language, R3, can be taken as an additional option during the transition. With the Supreme Court granting relief to Class 6 students citing concerns over additional academic pressure, a broader question remains: how does the three-language framework affect students in other classes?
Saanvi Handu, a Class 9 student at VIBGYOR Rise, Indore, who studies English, Hindi and Sanskrit says she has eight English periods, six Hindi periods and two Sanskrit periods every week. However, she says its manageable with regular practice. “I don’t find Sanskrit very difficult. I am able to understand it and follow what is taught in class. With regular classes and practice, it is manageable.”
But it is the additional time that is a cause of worry for her. “It does take some time because we have to study and prepare for three languages along with our other subjects. We have to divide our time between all the subjects.”
More importantly, Saanvi does not currently see Sanskrit as a language she is likely to use regularly outside school. “Not really. I don’t think I will use Sanskrit much outside school in my daily life. For me, it is mainly a subject that I am learning as part of my school studies.”
Educators, however, argue that the benefits of multilingual learning extend beyond exam. Vinay Maheshwari, Executive Director and Trustee of Sree Vidyanikethan Educational Trust, said learning multiple languages can strengthen both cognitive and communication skills.
“Learning multiple languages during adolescence can strengthen communication skills, cognitive flexibility, memory and cultural awareness. In a diverse country like India, language learning also helps students interact confidently with people from different regions and backgrounds. Multilingual learning could help develop broader perspectives while strengthening students’ understanding of their own linguistic and cultural environment. It can also be valuable for higher education and future careers, particularly in a multilingual and increasingly global workplace,” said Maheshwari.
Implementation Problems
One CBSE school in Indore has accommodated two periods a week for the third language, with students choosing between Sanskrit and French. Lalima Tiwari, principal of the Indore school, said the additional classes have been fitted into the existing timetable without extending school hours.
“The school has introduced two periods a week for the third language, with students opting for either Sanskrit or French. These periods have been accommodated within the existing timetable by reducing one period each of Science and Social Science (earlier we had 9 periods per week for both the subjects which has been reduced to 8 periods), while keeping the total number of periods per day unchanged so has to keep school timings same. The existing Sanskrit and French teachers are taking these additional language periods.”
Students have shown almost equal preference for Sanskrit and French, however, implementation has not been without challenges. According to Tiwari, the timing of the policy was one of the biggest issues.
“The biggest challenge was the timing of the implementation, as the requirement was communicated after the academic session had already begun in April. CBSE communicated the mandatory implementation in May, following which the matter was put on hold by the Supreme Court based on parents’ requests. The court’s decision on implementation came in July.”
The school has also faced difficulties over learning resources and assessment. “The unavailability of NCERT textbooks has also been a challenge, as students did not have access to the required content. There has also been a lack of clarity around assessment. As a result, students are currently not taking the subject as seriously as they should.”
An Useful Communication Skill
Maheshwari also sees practical value in learning another Indian language, particularly in a country where students may study or work across different linguistic regions.
“Absolutely. Learning another Indian language has considerable practical value, particularly in a diverse state like Andhra Pradesh and a culturally connected city like Tirupati. It enables students to communicate more comfortably with people from different backgrounds and understand local culture more deeply. For students who may eventually study or work in another state, familiarity with an additional Indian language can also be an advantage. We therefore view language learning not merely as an academic requirement, but as a useful life and communication skill.”
Timetable Constraints
But introducing another language also requires schools to balance student choice with staffing and timetable constraints. “The implementation does require careful timetable planning because an additional language component has to be accommodated without reducing the time available for core academic subjects. We are therefore looking at the overall weekly academic schedule rather than simply adding periods mechanically. The objective is to distribute language learning appropriately and maintain a balanced workload for students,” Maheshwari said.
No Board Exam A Boon or Bane?
The absence of a Class 10 Board exam for the third language could also reduce high-stakes pressure. Tiwari said this has made the subject less stressful for students.
Maheshwari, however, believes the absence of a Board exam should allow schools to focus more on actual learning rather than eliminate academic expectations.
“The absence of a Class 10 Board examination can potentially reduce examination-related pressure, particularly if assessment becomes more continuous and competency-oriented. However, it does not mean that academic expectations disappear.”
Ultimately, the success of the policy may depend less on simply adding a third language and more on whether students are given the teachers, resources, classroom time and opportunities needed to actually use it.
Quick Answers
Ask News18A CBSE school in Indore accommodated two weekly periods for the third language by reducing one period each for Science and Social Science, bringing them down from nine to eight periods per week. This kept the total daily periods and school timings unchanged while utilizing existing Sanskrit and French teachers.
Ask News18About the Author
Sukanya Nandy is a sub-editor at News18.com. She has been reporting for the education and careers section of the website since 2021. She completed her graduation in English followed Journalism and Mas…Read More
September 25, 2026, 08:48 IST
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