A shrinking space for foreign languages? Inside CBSE’s new three-language policy

The board’s revised policy is pushing foreign languages into optional categories, leaving schools questioning what it could mean for students in the long run.

For years, several schools across India offered students the option to study foreign languages such as German, French and Spanish alongside Indian languages. But with the Central Board of Secondary Education’s (CBSE) revised three-language policy now being implemented, schools, teachers and parents say the space for these subjects is beginning to shrink. 

Under the revised framework, at least two out of the three mandatory languages studied by students must be native Indian languages. Since most CBSE schools are English-medium institutions, English automatically becomes one compulsory choice, leaving little room for foreign languages such as German or French within the core three-language combination.

Instead, several schools are now shifting foreign languages into optional or fourth-language categories, choices many fear students may not realistically pursue due to academic pressure and timetable constraints.

The larger concern emerging from schools and universities alike is this: Is access to foreign language education gradually narrowing for CBSE students?

What exactly has CBSE changed?

On April 2, CBSE Chairperson Rahul Singh announced a revised three-language framework based on three proficiency levels: R1, R2 and R3.

Under the system, students will study three languages till Class 10 at different proficiency levels R1 being the most advanced and R3 focusing on foundational understanding.

Initially, the rollout was planned only for Class 6 from the 2026–27 academic year, gradually extending till 2031. However, on May 15, CBSE expanded the implementation to Class 9 students as well from the current academic session.

The board also clarified that students may study a foreign language only if the other two languages are native Indian languages, or alternatively as an additional fourth language.

Foreign languages will remain optional, depending on the student’s interest.

Ajay Singh, principal of The Scindia School.

Where does that leave foreign languages?

School administrators say the practical reality of implementation leaves limited room for foreign languages within the main curriculum.

“At present, R1 will be English because that is our primary medium of instruction. R2 will be Hindi, and R3 will be Sanskrit,” said Ajay Singh, principal of The Scindia School.

“The other foreign languages will remain optional, depending on the student’s interest,” he added.

Similarly, Kshipra Pahwa Sethi, Head Mistress-Middle Wing at Silverline Prestige School, said their school earlier offered German alongside Sanskrit.

“As of now, we have made changes in the timetable. We are giving students the option to pick Sanskrit and German, but since the deadline has been given as June 30, we will definitely be implementing the three-language formula,” she said.

While the policy technically does not remove foreign languages, educators say moving them outside the compulsory framework changes how accessible they remain.

Foreign languages move from ‘mainstream’ to ‘extra’

In its most recent circular, the board stated that students will have the option to study foreign languages as an option fourth or “R4” subject if they prefer. Most schools have also begun moving these languages to an option or ‘after-school’ time-table.

“We have already kept German as an optional choice. If a child still wants to study German, we have accommodated it in the timetable so that the child does not have to leave the language completely,” Sethi said.

But she acknowledged that very few students may continue with it once it becomes an additional burden.

“Parents are also aware of the policy changes introduced by CBSE, and most of them prefer to stay on the safer side by choosing Sanskrit instead of a foreign language. So very few students may actually opt for German as an additional option,” she said.

At The Scindia School too, foreign language classes may now be held separately after school hours.

“What we have discussed internally is that those who are genuinely interested, for example, someone who wants to pursue higher studies in Germany, can still continue learning these languages,” Ajay Singh said, adding, “Since we already have faculty for German and French, we plan to schedule separate classes for interested students after lunchtime.”

Why students chose foreign languages

Foreign language teachers argue that these subjects are tied to higher education, exchange programmes and global career pathways, and not simply “extra” skills.

“Especially if I talk about Germany, the country provides free tuition for higher education,” said Saru Jain, Head of Department (HOD), German at Silverline Prestige School.

“So students can go to Germany and receive a well-renowned education. Germany’s education system is highly respected, and the fact that tuition is free makes learning German a very valuable opportunity for students,” she said.

Jain pointed out that schools also conduct exchange programmes and internationally recognised certification exams such as FIT-1 and FIT-2 during school itself.

“By the time students finish Class 12, they are already qualified at A1 or A2 level. Why waste that year afterwards?” she asked.

According to her, foreign languages also help students become globally connected. “If a foreign student comes here, my students can directly communicate with them. It creates a kind of global integration where students are able to connect with others in their own language,” she said.

‘Languages cannot be treated as opposites’

At the university level too, concerns are beginning to emerge over what the policy may mean for language education in the long run.

Professor Vijaya Venkataraman, HOD, Department of Germanic & Romance Studies at University of Delhi, said the debate should not be framed as a choice between Indian and foreign languages.

“Learning an Indian language is not comparable to learning a foreign language. It cannot be an ‘either-or’ situation,” she said.

She also questioned whether the policy could place CBSE students at a disadvantage compared to students from other boards.

“It disadvantages CBSE students as other boards like ICSE and IB continue to offer foreign languages,” she said. “So is this indirectly a move that promotes other boards?”

The ripple effect on teachers and universities

Foreign language educators fear that if schools gradually reduce or remove such subjects, the impact could extend to university departments and employment opportunities as well.

“Some of my students have reported that there will be loss of jobs since a large number of schools might cut down on staff or get rid of foreign languages,” Prof Venkataraman said.

“This, in turn, might have a cascading impact on universities as well, as students might hesitate pursuing a degree after jobs are reduced.”

Within schools too, teachers admit there is uncertainty.

“Definitely, there is apprehension among teachers. I have heard from different schools that there is concern among foreign language teachers because they are experienced specifically in the field of foreign languages,” Saru Jain said. 

Mid-session rollout leaves schools scrambling

One of the biggest criticisms from schools is the timing of the rollout for Class 9 students.

The announcement came after the academic session had already begun on April 1 nationwide, forcing schools to quickly redesign timetables, restructure staffing and rethink language combinations.

“The circular we received in April made sense because the academic session was about to begin and Class 6 students would gradually become familiar with the policy,” Jain said.

“But now the session has already started, books have already been distributed to students, and students already have a mindset about studying these subjects. If changes happen midway, then naturally it disturbs the environment.”

She added that some schools had already conducted unit tests before the new directions arrived.

With CBSE abruptly extending the policy to Class 9 as well, schools are also grappling with how students who may not have studied a second native Indian language till Class 8 will adapt to the new structure. 

In many cases, students had continued with foreign languages such as German in middle school, raising concerns about how easily they will now cope with a compulsory Indian-language requirement in higher classes.

At The Scindia School, the school has already begun hiring additional Hindi and Sanskrit teachers.

“If Sanskrit is being introduced in Class 9, then practically speaking, we also need to strengthen it in Classes 7 and 8 so that there is continuity,” Ajay Singh said.

Schools say that while the policy may eventually become manageable, the immediate challenge lies in its clarity and implementation.