'Policy or imposition?': CBSE leaves Hindi out of R3 language list; educationists decode what it means

The omission of Hindi and Sanskrit from CBSE’s new R3 language list has revived concerns over how the revised three-language policy will be implemented across states.

A list included in the Central Board of Secondary Education’s (CBSE) latest circular on its revised three-language policy has sparked confusion and renewed allegations of “Hindi imposition”, particularly in southern states.

The controversy centres around CBSE’s newly released list of R3 languages, which excludes both Hindi and Sanskrit.

The circular, issued on May 15 as part of CBSE’s revised language framework, included a “List of Languages in which Class VI R3 Textbooks are being developed by CBSE/NCERT”. The list includes Assamese, Bengali, Kannada, Tamil, Telugu, Malayalam, Marathi, Punjabi and several other Indian languages.

However, Hindi and Sanskrit are missing from the list.

The omission has raised questions among schools, educationists and educators over what CBSE intends by excluding Hindi and Sanskrit from the R3 category, and what that could mean for how schools implement the policy in practice.

CBSE has not yet clarified the reason behind the omission. 

Deccan Herald has reached out to the board for clarification. The story will be updated if a response is received.

Why has Hindi’s absence raised questions?

Educationists argue that because most CBSE schools are English-medium institutions, English will automatically become R1. Since students are also required to study two native Indian languages, the exclusion of Hindi and Sanskrit from the R3 list effectively pushes them into the R2 slot.

“What CBSE has done in this circular is very clear,” said Educationist Niranjanaradhya VP. He pointed out that while the circular mandates students to study two native Indian languages, the R3 schedule excludes both Hindi and Sanskrit.

“At the same time, they are saying students can choose foreign languages only as an additional fourth language, not even under R3. So all of this is being done in a very deliberate way to push Hindi,” he alleged.

‘Where is the actual choice?’

In Karnataka, the issue becomes more complex because of the Kannada Language Learning Rules, 2017, which mandate Kannada as either a first or second language across boards.

D Shashi Kumar, General Secretary of the Associated Managements of Primary and Secondary Schools in Karnataka (KAMS), said the new framework creates a direct conflict.

“In 2017, Kannada was made compulsory across all boards, either as a first or second language,” he said, adding, “So when that is already the situation, and now English has also been categorised as a foreign language, students are ultimately being pushed towards choosing either Hindi or Sanskrit as the other language. This is where the conflict of interest begins because, by default, it indirectly pushes Hindi or Sanskrit.

He also questioned whether schools and students are truly being given meaningful language choices.

“The board says schools have to submit their language choices, but where is the actual choice? How many options have really been given? The choice for the third language is effectively being taken away,” he said.

Concerns over regional languages

Educationists argue that the revised structure weakens regional languages by placing them in the R3 category, where evaluation is lighter and the syllabus comparatively diluted.

Meanwhile, Niranjanadhya also criticised the implementation process, pointing out that CBSE has asked schools to use Class 6 textbooks for R3 implementation in higher classes because textbooks are not yet available.

“Even there, the third language has been diluted because they are teaching lower-class textbooks and the subject is not being seriously evaluated,” he said.

According to him, the concern extends beyond Karnataka. “In every state, the official language of that state is effectively being denied proper importance. It goes completely against the spirit of federalism,” he said. 

He also noted that Karnataka had previously allowed students to opt for languages such as Tulu or Konkani as third-language options.

“The idea was to encourage language learning and preserve linguistic diversity. But now even that flexibility is disappearing because students can only select R3 from the restricted schedule,” he said.

Sudden rollout adds to confusion

Schools have also raised concerns over the timing of the implementation.

“The timing and implementation are also extremely undemocratic. The circular was released only on May 15, and implementation is expected almost immediately from June or July. Hardly any time has been given to schools, students or parents.,” Niranjanaradhya said.

Meanwhile, Shashi Kumar echoed similar concerns, particularly regarding students being suddenly introduced to a new language without prior preparation.

Schools are being told to use whatever existing resources are available and continue. But in that process, quality itself will be at stake.

D Shashi Kumar, General Secretary, KAMS

“How will students without any basics in that language suddenly learn the subject?” he asked.

“There is no spiral or integrated approach being followed here. They are being asked to immediately take up what is essentially a foreign language for them in that respective state,” he said.

He added that schools are now struggling with both staffing and implementation challenges.

“The biggest problem is the sudden availability of resources. Schools are being told to use whatever existing resources are available and continue. But in that process, quality itself will be at stake,” he said.

The larger debate: language learning or language politics?

The controversy surrounding the missing Hindi and Sanskrit entries has now expanded beyond a debate over CBSE’s language schedule. Niranjanaradhya argued that language learning itself is being misunderstood in policy discussions.

“Language learning is supposed to help students develop proficiency and assist them in learning other subjects. Language learning itself should not become a burden,” he said.

He also warned that the revised structure could increase academic pressure by pushing foreign languages into fourth-language categories. “Even the three-language formula itself is already burdensome for students. Four languages become excessive pressure,” he explained.

What is the R1-R2-R3 framework?

On April 2, CBSE Chairperson Rahul Singh announced a revised three-language framework. Under the same, students are required to study three languages:

• R1 is the highest proficiency level involving advanced reading, writing and analytical skills

• R2 is an intermediate level

• R3 focuses on foundational understanding

Initially, the rollout was planned only for Class 6 students from the 2026–27 academic year, gradually extending to higher classes until 2031. However, earlier this week, CBSE extended the implementation to Class 9 students as well from the current academic session.