Supreme Court Questions Sudden CBSE Three-Language Policy Rollout, Seeks Reconsideration

The Supreme Court has raised concerns over the manner in which the Central Board of Secondary Education (CBSE) is implementing its three-language policy, particularly the availability of teachers, textbooks and other resources required for students.

The court has given the Centre and CBSE time to respond to the concerns and will hear the matter again after 10 days. The bench clarified that it was not considering cancellation or a stay on the three-language policy, but wanted the authorities to reconsider aspects of its implementation in the interest of students.

Students Raise Concerns Over Books, Teachers

Petitioners before the Supreme Court argued that the implementation has created difficulties for millions of students who are being asked to study an additional language.

They claimed that textbooks for newly introduced languages are unavailable in several places, while many schools do not have sufficient teachers. In some institutions, classes for the new languages have reportedly not even started despite examinations approaching.

The petitioners argued that requiring students to learn a language they have not previously studied could put them at a disadvantage and potentially affect their examination performance.

Centre Defends CBSE Language Policy Rollout

Additional Solicitor General Aishwarya Bhati, appearing for the Centre, rejected the allegations and told the court that preparations for implementing the policy had been made.

The Centre assured the bench that the necessary learning materials and arrangements were available.

The Supreme Court, however, stressed that while language learning can have wider benefits, the interests and academic preparedness of students must also be taken into account.

CJI Surya Kant Links Language Learning to National Unity

During the hearing, Chief Justice of India Surya Kant observed that learning two Indian languages could have positive implications for national integration.

He suggested that students from northern and southern parts of the country learning each other's languages could help promote greater understanding and national unity.

However, a lawyer appearing in the matter pointed out that Sanskrit was being offered as the second language in schools in Delhi, rather than regional languages such as Tamil, Telugu or Marathi.

Petitioners Question English as a Foreign Language

The petitioners also challenged the classification of English as a foreign language under the language framework.

They pointed out that English has official-language status in several states and argued that its classification could affect students' choices of other foreign languages such as French and German.

According to the petitioners, students who currently study two foreign languages could also face difficulties if the language structure changes suddenly.

Supreme Court Lists Issues for Centre, CBSE to Reconsider

After a hearing of around 45 minutes, the Supreme Court declined to cancel or stay the CBSE three-language policy.

Instead, the court asked the Centre and CBSE to reconsider several aspects of its implementation, including:

• Whether Class 6 students should receive a one-time exemption so they are not suddenly required to take up a new language.
• Whether the third language should be introduced from Class 6 or an earlier grade to allow students more time to adapt.
• Whether there is a clear roadmap for providing qualified language teachers, textbooks and other infrastructure.
• How students already studying two foreign languages can be helped to transition to the revised language structure.
• Whether online language classes could be introduced in schools where qualified teachers for a particular language are unavailable.

The matter will be taken up again after 10 days, giving the Centre and CBSE an opportunity to address the court's concerns.

The proceedings come amid a wider debate over the implementation of the three-language formula under India's school education framework, with questions being raised over language choice, regional diversity, teacher availability and the academic burden on students.