In a major step towards transforming language learning in early education, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to implement the language instruction provisions under the National Curriculum Framework for School Education (NCF-2023) from the academic session 2025–26. The board has specifically emphasised the use of the mother tongue or home language as the medium of instruction in the Foundational and Preparatory Stages of schooling.
In a press release issued this week, CBSE instructed schools to initiate language mapping exercises for students immediately and complete the formation of a NCF Implementation Committee by the end of May 2025. The directive forms part of the broader alignment with NEP 2020, which prioritises equity, inclusion, and cognitive development through multilingual education.
Emphasis on R1 as medium of instruction
According to the CBSE, the first language of literacy (R1) should ideally be the student’s mother tongue or a familiar regional or state language. “R1 must serve as the medium of instruction until foundational literacy in another language is achieved,” CBSE quoted from NCF-2023 (Part C, page 239). The board acknowledged that in cases where the mother tongue is not practical due to classroom diversity or lack of written tradition, the state language may serve as R1.
The CBSE clarified that at the Foundational Stage (Pre-primary to Grade 2, ages 3–8), the child’s home language should be the primary medium of instruction. Schools must ensure children achieve foundational literacy in R1, including the ability to read fluently, comprehend texts, and write short sentences expressing personal experiences.
In addition, students should begin acquiring a second language (R2) through oral exposure. By the end of this stage, children are expected to understand and speak both R1 and R2, though literacy is only expected in R1.
Learning resources and pedagogy
For pre-primary levels (Balvatika), CBSE encouraged the use of play-based resources like Jadui Pitara and E-Jadui Pitara, available in several Indian languages. For Grades 1 and 2, NCERT textbooks are recommended, with print editions available in Hindi, Urdu, and English, and digital versions in multiple other languages on the NCERT website.
At the Preparatory Stage (Grades 3–5, ages 8–11), students may continue learning in R1, though schools may allow a shift to R2 if the child has acquired sufficient literacy in it. CBSE referred to Section 1.6.1(d), page 36 of NCF-2023, noting that “since it is in R1 that literacy is first attained, it must be used as the medium of instruction for other subjects”.
Students at this stage are expected to develop advanced reading and writing skills, communicate using complex sentence structures, and engage in various written formats such as posters, dialogues, poems, and short paragraphs. For R2, the focus remains on oral fluency, reading comprehension, and emerging writing abilities.
Support for children with special needs
CBSE reiterated the mandate under the Rights of Persons with Disabilities Act, 2016, stating that suitable curriculum and assessment modifications must be made. These include providing extra time in exams, scribe assistance, and exemption from second and third language requirements, as per Clause 17(i) of Chapter III.
Implementation plan and timelines
Schools must adhere to the following action plan:
• By May 31, 2025: Formation of NCF Implementation Committee
• By end of summer break: Completion of language mapping, curriculum realignment, and teacher training
• By July 2025: Begin implementation
• From July 5, 2025: Submit monthly progress reports via the link https://forms.gle/1eL7szFn33RugVPA8
Academic observers may visit schools to offer support and guidance throughout the transition.
Quoting the CBSE, “This is not just a curricular shift—it is a pedagogical commitment to India’s linguistic and cultural diversity and unity.” Schools are expected to preserve linguistic dignity while ensuring exposure to multiple languages in a structured and meaningful manner.
Read the official notice here
In a press release issued this week, CBSE instructed schools to initiate language mapping exercises for students immediately and complete the formation of a NCF Implementation Committee by the end of May 2025. The directive forms part of the broader alignment with NEP 2020, which prioritises equity, inclusion, and cognitive development through multilingual education.
Emphasis on R1 as medium of instruction
According to the CBSE, the first language of literacy (R1) should ideally be the student’s mother tongue or a familiar regional or state language. “R1 must serve as the medium of instruction until foundational literacy in another language is achieved,” CBSE quoted from NCF-2023 (Part C, page 239). The board acknowledged that in cases where the mother tongue is not practical due to classroom diversity or lack of written tradition, the state language may serve as R1.
The CBSE clarified that at the Foundational Stage (Pre-primary to Grade 2, ages 3–8), the child’s home language should be the primary medium of instruction. Schools must ensure children achieve foundational literacy in R1, including the ability to read fluently, comprehend texts, and write short sentences expressing personal experiences.
In addition, students should begin acquiring a second language (R2) through oral exposure. By the end of this stage, children are expected to understand and speak both R1 and R2, though literacy is only expected in R1.
Learning resources and pedagogy
For pre-primary levels (Balvatika), CBSE encouraged the use of play-based resources like Jadui Pitara and E-Jadui Pitara, available in several Indian languages. For Grades 1 and 2, NCERT textbooks are recommended, with print editions available in Hindi, Urdu, and English, and digital versions in multiple other languages on the NCERT website.
At the Preparatory Stage (Grades 3–5, ages 8–11), students may continue learning in R1, though schools may allow a shift to R2 if the child has acquired sufficient literacy in it. CBSE referred to Section 1.6.1(d), page 36 of NCF-2023, noting that “since it is in R1 that literacy is first attained, it must be used as the medium of instruction for other subjects”.
Students at this stage are expected to develop advanced reading and writing skills, communicate using complex sentence structures, and engage in various written formats such as posters, dialogues, poems, and short paragraphs. For R2, the focus remains on oral fluency, reading comprehension, and emerging writing abilities.
Support for children with special needs
CBSE reiterated the mandate under the Rights of Persons with Disabilities Act, 2016, stating that suitable curriculum and assessment modifications must be made. These include providing extra time in exams, scribe assistance, and exemption from second and third language requirements, as per Clause 17(i) of Chapter III.
Implementation plan and timelines
Schools must adhere to the following action plan:
• By May 31, 2025: Formation of NCF Implementation Committee
• By end of summer break: Completion of language mapping, curriculum realignment, and teacher training
• By July 2025: Begin implementation
• From July 5, 2025: Submit monthly progress reports via the link https://forms.gle/1eL7szFn33RugVPA8
Academic observers may visit schools to offer support and guidance throughout the transition.
Quoting the CBSE, “This is not just a curricular shift—it is a pedagogical commitment to India’s linguistic and cultural diversity and unity.” Schools are expected to preserve linguistic dignity while ensuring exposure to multiple languages in a structured and meaningful manner.
Read the official notice here
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