CBSE Mandates Three Languages for Classes 9 and 10 Starting July 2026
The Central Board of Secondary Education (CBSE) has announced a major overhaul of its language curriculum for secondary school students. Beginning with the 2026-27 academic session, students in Classes 9 and 10 will be required to study three languages, with at least two of them being Indian languages. The new policy, detailed in a circular issued on May 15, 2026, aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023.
Key Changes to the Language Structure
Starting July 1, 2026, Class 9 students must enroll in three languages, designated as R1, R2, and R3. The board has made it clear that a minimum of two of these three languages must be of Indian origin. For students who wish to study a foreign language, it can only be taken as the third language provided the first two are Indian languages. Alternatively, a foreign language may be pursued as an optional fourth language alongside the mandatory three.
This adjustment is designed to promote linguistic diversity while preserving India’s rich multilingual heritage. Students and parents seeking comprehensive details can refer to the official CBSE academic portal for the complete list of approved languages and guidelines.
No Board Examination for the Third Language in Class 10
One of the most significant aspects of this new policy is the assessment framework for the third language. The board has confirmed that while a student’s performance in R3 will be recorded on their final board certificate, it will not serve as a barrier to appearing for the Class 10 board examinations. This means that even if a student faces challenges in the third language, their eligibility to sit for the board exams remains unaffected.
To support students and educational institutions in this transition, CBSE will soon release sample papers and internal assessment criteria for R3. These resources are intended to help schools align their teaching methods and evaluation processes with the new requirements.
School Autonomy and Implementation Timeline
Schools have been granted the flexibility to choose from the list of languages provided by CBSE, based on their available resources and infrastructure. However, the core requirement stands firm: among R1, R2, and R3, at least two must be Indian languages. Schools are required to update the R3 subject information on the OASIS portal by June 30, 2028.
In line with the Rights of Persons with Disabilities (RPwD) Act, 2016, children with special needs (CWSN) will receive appropriate exemptions as mandated by law. This includes the possibility of being excused from studying the second or third language when deemed necessary.
Guidelines for Schools and Teachers
CBSE has issued comprehensive directives to ensure smooth implementation of the new language policy. Schools are expected to:
- Offer students a range of language options while ensuring at least one Indian language is included
- Adopt the latest NCERT textbooks and align their curriculum accordingly
- Provide adequate training to language teachers to meet the new pedagogical demands
- Communicate these changes effectively to students and parents
Transitional Arrangements and Teaching Resources
Recognizing the logistical challenges that may arise during this transition, the board has outlined temporary measures. Until new textbooks for the R3 language are published, schools may use Class 6 textbooks from the 2026-27 edition as instructional material. Additionally, schools are encouraged to incorporate supplementary reading materials, including stories, poems, and non-fiction texts, to enrich the learning experience.
For schools facing a shortage of qualified language instructors, the board suggests practical solutions such as utilizing teachers from other subjects, adopting online teaching platforms, or implementing shared teaching arrangements between schools. These measures aim to ensure that no student is deprived of language education due to resource constraints.
Assessment and Evaluation in Class 10
A notable feature of the revised policy is the evaluation method for the third language in Class 10. Unlike the first and second languages, R3 will not have a board-conducted examination. Instead, assessment will be carried out entirely at the school level, giving teachers greater flexibility in evaluating student progress and understanding.
This school-based assessment approach is expected to reduce examination stress while allowing for a more holistic evaluation of a student’s language proficiency, including their communication skills, comprehension abilities, and cultural understanding.
Alignment with National Educational Goals
The introduction of this three-language formula represents a significant step toward realizing the objectives outlined in the NEP 2020 and NCF-SE 2023. By mandating at least two Indian languages, the policy seeks to strengthen the study of regional languages and promote cultural awareness among young learners. It also reflects a broader commitment to making education more inclusive and rooted in India’s diverse linguistic traditions.
As the academic session approaches, schools are urged to begin preparations promptly, including curriculum planning, teacher training, and student orientation. The board remains committed to supporting institutions throughout this transition, ensuring that the new language policy benefits all stakeholders and contributes to a more robust and culturally responsive education system.
