NEW DELHI: The Central Board of Secondary Education (CBSE) has clarified that while the third language (R3) will not be part of the Class 10 Board examination for the current batch of Class 9 students, clearing the school-based assessment in the subject will be mandatory for students to receive the CBSE Secondary School Examination Pass Certificate.The clarification, issued through CBSE’s implementation guidelines dated July 10, comes amid continuing debate over the Board’s revised three-language policy. Under the new framework, students entering Class 9 in the 2026-27 academic session will study three languages, with at least two required to be Bhartiya Bhashas (Indian languages). Although the third language will not carry a Board examination in Class 10 for this batch, students will have to successfully complete the internal assessment conducted by their schools.
R3 assessment mandatory despite no Board examination
According to the circular, students who progress to Class 10 in the 2027-28 academic session will not appear for a CBSE Board examination in the third language (R3). However, they must qualify the school-based assessment to become eligible for the award of the Class 10 pass certificate.The Board has further directed that if a student fails to clear the R3 assessment in Class 10, the concerned school must conduct a reassessment before the declaration of the Class 10 results. CBSE has also laid down provisions for students who are unable to clear the assessment in Class 9. Such students will still be promoted to Class 10 but will be required to clear the pending Class 9 R3 assessment while studying in the next academic year.The Board said the assessment framework for Class 9 has already been released, while language learning resources are being made available through the National Council of Educational Research and Training (NCERT).
Revised language policy and transitional relaxations
The July 10 circular builds on CBSE’s earlier implementation guidelines issued on June 29 under the National Education Policy (NEP) 2020.Under the revised framework, every student in Class 9 from the 2026-27 academic session must study three languages, with at least two being Bhartiya Bhashas. Students already studying two non-native languages, such as English and French or German, have been granted a one-time relaxation during the transition period. They may continue studying those languages but must add one Bhartiya Bhasha as the third language.The Board has clarified that there will be no change for students currently studying in Class 10 during the 2026-27 academic session, who will continue under the existing two-language scheme.For students entering Class 6 from the 2026-27 session onwards, the third language will eventually become a Board examination subject when they reach Class 10, as dedicated textbooks and curriculum are rolled out.
Policy continues to face legal challenge
The three-language policy has been at the centre of a legal challenge before the Supreme Court, with a group of parents and foreign-language teachers questioning its implementation timeline and preparedness of schools.The petitioners have argued that the policy was introduced abruptly after the academic session had already begun and have raised concerns over teacher availability, textbooks and the burden on students.In its response before the Supreme Court, CBSE has defended the policy, stating that nearly half of its affiliated schools already offer two or more Indian languages in Class 9, while over 99% have at least one Indian-language teacher. The Board has also maintained that its June 29 and July 10 guidelines address many of the operational concerns raised by the petitioners.Earlier, the revised language framework had also drawn criticism from several parents, students and education bodies, who argued that introducing an additional language at the secondary stage could increase academic pressure. Responding to such concerns, CBSE has emphasised that the objective of the policy is to promote multilingualism while ensuring that “no student shall be disadvantaged” during the transition. The Board has said the focus remains on meaningful language learning rather than examinations and has provided transitional relaxations, flexible staffing arrangements and additional learning resources to support schools implementing the new framework.
