CBSE Three-Language Formula Controversy: NEP 2020, Supreme Court and Language Policy Debate

1 Jun 2026

On 15 May 2026, CBSE issued a circular mandating the implementation of the Three-Language Formula for Class IX students from 1 July 2026.

The move sparked controversy and was challenged before the Supreme Court.

CBSE Three-Language Formula Controversy

Supreme Court Proceedings: A petition challenging the CBSE circular was filed on 27 May 2026. While the Supreme Court declined to grant an immediate stay, it sought detailed reports from CBSE, NCERT, and the Government regarding the feasibility of implementation.

The Court requested information on:

These factors will help determine whether the policy can be effectively implemented across schools.

The circular requires students from Class IX onwards to study three languages as part of the curriculum.

Students must choose:

Two Indian Languages listed in the Eighth Schedule of the Constitution.
One Additional Language, which may be a foreign language such as French or German.

A foreign language can be opted for only after fulfilling the Indian-language requirement.

The policy provides that:

The policy seeks to promote:

Importantly, NEP 2020 emphasizes that no language should be imposed on learners, making language choice a key principle.

National Curriculum Framework (NCF) 2023

The NCF translates the vision of NEP into classroom practice through:

The CBSE circular is presented as part of this implementation process.

Kothari Commission (1964–66): The Commission recommended the Three-Language Formula as a means of strengthening national unity through multilingual education.
National Education Policy, 1968: The Three-Language Formula was formally adopted for the first time under the National Education Policy of 1968.
Original Objectives: The policy aimed to:
- Promote National Integration
- Foster Linguistic Understanding between North and South India
- Develop Multilingual Competence
- Encourage appreciation of India’s cultural diversity

Language Imposition: Critics argue that compulsory language requirements contradict the spirit of NEP 2020, which explicitly discourages language imposition.
Restriction on Individual Choice: Mandatory language selection may limit student autonomy, educational flexibility, and personal preferences.
Concerns Regarding Cultural Rights: The policy has been linked to constitutional concerns under:
- Article 29 – Protection of Cultural and Educational Rights
- Article 30 – Rights of Minority Educational Institutions
Lack of Legislative Backing: Critics contend that:
- CBSE is an executive body.
- No parliamentary legislation specifically mandates this requirement.
- Major educational changes should ideally have stronger legal backing.
Administrative Unpreparedness: Successful implementation may be hindered by:
- Shortage of Language Teachers
- Inadequate Textbooks
- Insufficient Learning Resources
- Limited Institutional Capacity
Increased Academic Burden: Classes IX and X are critical academic years. Additional language requirements may:
- Increase student workload.
- Affect mental well-being.
- Reduce flexibility in subject choices.

National Integration: Learning multiple languages can strengthen mutual understanding among different linguistic communities and reinforce national unity.
Cognitive Benefits: Research suggests that multilingual learners often demonstrate:
- Better Cognitive Flexibility
- Improved Problem-Solving Skills
- Enhanced Communication Abilities
Preservation of Indian Languages: The policy may contribute to safeguarding India’s linguistic heritage by encouraging students to learn and appreciate diverse Indian languages
Cultural Understanding: Exposure to multiple languages promotes respect for different cultures, traditions, and regional identities, strengthening social cohesion.