Learning in the Home Language: CBSE’s New Policy for Early Education

In a significant step aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued a circular encouraging schools to begin teaching in students’ mother tongues or familiar regional languages, especially in the foundational years of schooling — from pre-primary to Class 5.

A Shift from English-Dominated Classrooms

While English remains the dominant language of instruction in most CBSE-affiliated schools, the new directive marks a shift towards a multilingual education model. CBSE, which oversees more than 30,000 schools across India, has now asked all institutions to begin language mapping — identifying the mother tongues spoken by their students — and align teaching materials accordingly.

For pre-primary to Class 2 (the foundational stage), instruction should ideally be in the child’s mother tongue or home language, referred to as R1. If that’s not feasible, a familiar regional language may be used. For Classes 3 to 5, students may continue with R1 or be introduced to a second language (R2) as a medium of instruction.

Gradual Implementation from July

Though the CBSE circular, dated May 22, recommends starting from July 2025, schools have been given some flexibility to adjust timelines based on their preparedness. Schools are expected to:

• Form an NCF Implementation Committee by the end of May.
• Complete language mapping and curriculum adjustments before reopening after the summer break.
• Train teachers in multilingual pedagogy and classroom strategies.
• Submit monthly progress reports to the board starting July.

Schools unable to implement the change immediately must provide a clear timeframe for transition. CBSE will also deploy academic observers for support and monitoring.

Policy Backed by Research

This move is grounded in NEP 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, which both emphasize that children learn best in a language they understand. At the foundational stage, where students study languages and mathematics, using the home language is expected to improve comprehension and retention.

NCERT textbooks for Classes 1 and 2 are already available in 22 Indian languages, and translations for higher classes are underway.

Challenges on the Ground

However, school administrators foresee challenges, especially in urban and diverse settings. Ameeta Mulla Wattal, Chairperson of DLF Foundation Schools, remarked, “Urban schools face difficulty selecting one R1 due to diverse student backgrounds. Families may speak different languages at home, and many still prefer English-medium instruction.”

In regions like Gurgaon, where families relocate frequently and linguistic diversity is high, schools may find it hard to identify a common instructional language. Recruiting teachers proficient in regional languages and training them to teach effectively in those languages will also be critical.

Sudha Acharya, Principal of ITL Public School in Dwarka, shared their school’s approach: “We completed language mapping in April. For us, R1 will be Hindi and R2 will be English. In the early years, instruction is already bilingual, and for Classes 3 to 5, we will continue with English as the main medium.”

A New Era of Inclusive Learning

While implementation will vary by school and region, CBSE’s directive marks a new era for Indian education — one that recognizes and respects linguistic diversity in classrooms. If executed thoughtfully, this approach could enhance student understanding, boost confidence, and create a more inclusive and equitable learning environment.