Central Board of Secondary Education (CBSE) has made it mandatory for all affiliated schools to introduce a third language (R3) from Class 6, beginning with the 2026-27 academic year. The directive was issued through a circular dated April 9, which described the implementation as urgent and asked schools to comply within seven days.
The board noted that while several schools have already initiated the process, others must act without delay. “All remaining schools are hereby directed to ensure compliance within 7 days,” the circular stated, underlining the strict timeline for rollout.
Under the new structure, students will now study three languages R1, R2, and R3 from Class 6 onwards. Typically, this includes a regional or mother tongue, a widely used language such as Hindi or English, and a third language, which could be another Indian or even a foreign language. Students will be required to continue studying all three languages until Class 10, and they may also need to pass them as part of board examinations.
The decision is expected to enhance students’ communication abilities and promote a deeper understanding of India’s linguistic and cultural diversity. However, it may also increase academic pressure, as students will have to manage an additional subject alongside their existing curriculum.
In a notable aspect of the directive, CBSE has instructed schools to begin teaching the third language immediately, even if prescribed textbooks are not yet available. Schools have been advised to use locally available books or teaching materials in the interim, with official textbooks expected to be released shortly.
Additionally, schools must inform CBSE about the language they choose to offer and update the relevant details on the OASIS portal. The implementation process will be monitored by regional CBSE offices to ensure compliance.
The board has also clarified that students will generally continue with the same third language introduced in Class 6 in subsequent classes, leaving limited flexibility for changes later. This makes the initial selection of the language particularly important for both schools and students.
The move is seen as part of a broader push toward multilingual education, aiming to equip students with diverse linguistic skills. With a tight deadline and operational challenges such as textbook availability, schools across the country are now gearing up for a rapid transition to the new system.
