The Central Board of Secondary Education will require Class 9 students to study three languages starting July 1, 2026 [1].
This shift represents a significant change in the secondary school curriculum across India. By mandating multilingualism, the board aims to reshape how students engage with regional and national languages during a critical stage of their academic development.
Under the new guidelines, students in Class 9 must study three languages, at least two of which must be Indian languages [1]. This requirement extends to Class 10, though the assessment structure differs for the third language. The board said there will be no board exam for the third language in Class 10 [2]. Instead, the evaluation for this specific subject will be conducted via school-based assessment [2].
The policy is designed to align with the National Education Policy 2020, and the National Curriculum Framework for School Education 2023 [1]. These frameworks emphasize the promotion of multilingual learning to preserve cultural heritage, and improve cognitive flexibility among students.
Implementation will begin with the 2026-27 academic session [1]. The move has sparked debate regarding the academic load on students and the availability of qualified teachers for various Indian languages across all CBSE-affiliated schools. While the lack of a formal board exam for the third language may reduce stress, the requirement to maintain three active language courses remains a point of contention for some educators and parents.
The board's decision to move the third language assessment to the school level ensures that students are exposed to a broader linguistic range without the high-stakes pressure of a national standardized test [2].
“Students in Class 9 must study three languages, at least two of which must be Indian languages.”
This policy shift reflects a broader strategic move by the Indian government to prioritize indigenous languages over a purely English-centric education model. By removing the board exam for the third language, CBSE is attempting to balance the goal of multilingualism with the need to prevent student burnout, effectively turning the third language into a skill-based requirement rather than a high-pressure academic hurdle.
