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| 3 Languages In Schools | | | The Supreme Court has asked the Central Board of Secondary Education (CBSE) to consider implementing its policy mandating the study of three languages, including two native Indian languages, for Class 6 students from the next academic session starting 2027.
The proposal, which includes the study of two native Indian languages, has the potential to broaden students’ linguistic abilities while strengthening their connection with the country’s diverse cultural heritage.
India’s linguistic diversity is one of its defining characteristics. Hundreds of languages and dialects are spoken across the country, each carrying its own history, literature, traditions and collective memory. In such a setting, language education cannot be viewed merely as an academic requirement. It is also a means of preserving cultural identity and promoting communication among communities.
Learning three languages can offer significant educational advantages. Exposure to multiple languages at an early age can help students develop communication skills, cultural awareness and an appreciation of linguistic diversity. It can also enable young people to communicate beyond their immediate geographical and social surroundings. For a country as diverse as India, this ability can contribute to greater social interaction and mutual understanding.
The inclusion of two Indian languages is particularly significant. At a time when several regional and indigenous languages face declining usage among younger generations, encouraging students to learn Indian languages can contribute to their preservation. Languages survive when they are spoken, read, written and passed from one generation to another. Schools therefore have an important role in ensuring that linguistic heritage remains relevant to younger generations.
At the same time, implementation will require sensitivity to India’s federal and multilingual character. Students in different parts of the country grow up with very different linguistic environments. A child in Kashmir, Tamil Nadu, Kerala, Assam or Maharashtra may already be exposed to one or more languages at home and in the community. Therefore, the policy should provide sufficient flexibility in the choice of Indian languages and take local circumstances into account.
Another important consideration is the availability of qualified teachers and appropriate learning material. Introducing an additional language without adequate teaching infrastructure could increase the academic burden on students and teachers. The objective should not be to turn language learning into another source of examination pressure. Instead, the emphasis should be on practical communication, reading, cultural understanding and appreciation of literature. |
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