The CBSE’s decision to make three-language formula compulsory for Classes 9 and 10 from the 2026-27 academic year has triggered strong political opposition, particularly from southern and non-Hindi-speaking states, reopening the long-standing national debate over language policy, federalism and identity.
Inside CBSE’s revised framework
Under the revised framework, students in Classes 9 and 10 will be required to study three languages, with at least two of them being Indian languages.
Also read: Three-language formula: A bridge to nowhere
CBSE has clarified that the third language will not be part of the Class 10 board examination and will instead be assessed internally by schools. The Board said the move is intended to reduce academic pressure while implementing the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023.
Students can choose from multiple Indian languages, including Hindi, Tamil, Telugu, Kannada, Malayalam, Bengali, Marathi, Gujarati, Urdu and Sanskrit. Foreign languages such as French, German, Spanish, Japanese and Russian will still be permitted, but only if students are already studying two Indian languages.
Why the policy faces resistance
The opposition stems largely from fears that the policy could indirectly impose Hindi in non-Hindi-speaking states under the broader label of “Indian languages.”
Former Tamil Nadu Chief Minister MK Stalin has emerged as one of the sharpest critics, describing the move as a calculated attempt at linguistic imposition. Political parties in Tamil Nadu argue that the state’s long-standing two-language formula — Tamil and English — reflects both regional identity and constitutional federalism.
Also read: Stalin terms CBSE’s three-language policy a ‘covert mechanism’ to impose Hindi
Critics say that even if Hindi is not explicitly mandated, the structure of the policy could gradually normalise its expansion in CBSE schools across southern India.
Union Education Minister Dharmendra Pradhan has rejected these allegations, insisting that the policy promotes multilingualism rather than Hindi imposition. He has repeatedly stated that the NEP does not make Hindi compulsory and that schools are free to choose any Indian language from CBSE’s approved list.
Schools flag logistical hurdles
Apart from the political debate, schools have raised concerns over implementation.
The circular was issued in mid-May even though the academic session had already begun in April, leaving schools with limited time to prepare. Several principals, especially from Kerala and southern states, have pointed to the lack of textbooks, curriculum clarity and trained language teachers.
Why Puducherry is worried
The situation has become particularly sensitive in Puducherry, where French holds historical and cultural significance. Reports indicate that several CBSE schools in the Union Territory have dropped French from the 2026-27 curriculum because English already occupies the single foreign-language slot permitted under the revised framework.
Also read: Is English native or foreign? CBSE third-language rule sparks confusion in schools
Congress MP V Vaithilingam argued that restricting foreign languages like French could affect students’ global mobility and career opportunities. Congress leader Surendra Rajput also criticised the Centre for introducing the change without wider consultation with Parliament, educators or state governments.
States weigh their options
Several states are now exploring ways to work around or resist the framework.
Tamil Nadu has indicated that it will continue with its legally backed two-language policy. Karnataka, which has already rejected the central NEP framework, is proceeding with its own State Education Policy for state-run schools.
Also read: Karnataka drops Hindi weight in SSLC marks, signals pushback against 3-language policy
Meanwhile, some CBSE schools in non-Hindi-speaking states are informally advising students to opt for Sanskrit instead of Hindi to satisfy the “two Indian languages” requirement. Sanskrit is often viewed as easier to score in and avoids the political sensitivity surrounding Hindi.
In some border districts, schools are also considering combinations involving neighbouring regional languages rather than Hindi, signalling that the language debate in Indian education is far from settled.
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