Three-Language Policy Reignites Centre-State Tussle Over Education and Identity

The Supreme Court’s decision to hear a plea against the CBSE’s new three-language policy has reignited a major national debate over language, identity and federalism in India. The controversy erupted after the Central Board of Secondary Education announced that from July 1, 2026 , students in Classes 9 and 10 must study three languages , with at least two being Indian languages, under the framework of the National Education Policy (NEP) 2020 .

The matter reached the apex court after parents, teachers and students filed a Public Interest Litigation challenging the sudden implementation of the policy. Senior advocate Mukul Rohatgi told the court that the move could create “chaos” in schools because institutions had already finalised timetables, teachers and subject structures for the academic year. The Supreme Court has agreed to hear the matter next week.

Under the revised CBSE framework, students will study three languages identified as R1, R2 and R3 , though only two will be part of the Class 10 board examination. CBSE has said the third language will be assessed internally and clarified that no language will be imposed on students. The board has also allowed schools to use hybrid teaching methods and recruit retired teachers to manage expected faculty shortages.

However, the policy has triggered strong resistance, particularly in Tamil Nadu , which has historically opposed the three-language formula and follows a Tamil-English two-language system . The state’s opposition dates back to the anti-Hindi agitations of the 1930s and 1960s that shaped Dravidian politics.

Chief Minister M. K. Stalin has accused the Centre of attempting indirect “Hindi imposition” through education reforms. Tamil Nadu leaders argue that while the policy officially offers flexibility, Hindi often becomes the default third language because of greater teacher availability and administrative support.

The issue has also evolved into a larger debate over state autonomy and the Centre’s role in education policy. Several opposition-ruled states have alleged that the Union government is increasingly centralising education through NEP-linked reforms and funding mechanisms.

Apart from political opposition, schools and parents have raised concerns about teacher shortages, lack of textbooks and increased academic pressure on students. Several CBSE schools offering foreign languages such as French and German say the new structure could disrupt existing academic systems.

While the Centre maintains the policy promotes multilingualism and protects Indian languages, critics argue the implementation has been rushed. With the matter now before the Supreme Court, the legal battle is expected to shape the future of language policy and Centre-state relations in Indian education.