The iconic 'I can talk English, I can walk English…' line from Amitabh Bachchan's Namak Halaal still gets laughs but it also reflects a time when English was seen as an aspirational language in India. For decades, that aspiration shaped classrooms, where English often became the default language of learning from the earliest years, both in private and government schools. In Nursery, the A-B-Cs start before क-ख-ग in Hindi or அ-ஆ-இ in Tamil. However, that may now be changing.
As the Central Board of Secondary Education (CBSE) aligns its curriculum with the National Education Policy (NEP) 2020, a new three-language formula is being introduced from Class 6. Students are expected to learn two Indian languages and one foreign language. And in this new framework, English is being treated as a 'foreign' language. While not absent as most subjects are taught in English, its role may no longer be as dominant or uniformly compulsory.
Educators say the shift is already beginning to influence how students learn and participate.
"As English becomes a foreign language, there should be a change in attitude regarding it, not as a hindrance but as a means of connection. The atmosphere inside the class should focus more on comprehension, confidence, and communication rather than language alone. With this, students not only pass tests but also get the confidence to express their ideas,” says Srividya Sridhar, Principal at Lotus Petal Senior Secondary School.
Teachers report that prioritising the mother tongue or regional language in early years might help students grasp concepts more clearly. “Students engage more freely, ask questions without hesitation, and participate with greater confidence. English, introduced gradually through listening and speaking, becomes more approachable,” said Anjali Chopra, TGT English at a Gurugram school.
However, the shift has also raised concerns about reduced exposure to English at a young age. While the intent is pedagogically sound, English continues to dominate higher education, professional spaces and global communication in India. Some educators warn that without consistent reinforcement, students may face gaps in fluency and confidence later.
While the policy direction is clear, execution on the ground remains uneven. Many schools are still transitioning from traditional, textbook-driven teaching to more experiential, student-centred approaches. Experts point out that the success of this shift depends heavily on teacher training and institutional readiness.
A key unanswered question is the language of instruction for core subjects. “Suppose a student opts for Hindi, Sanskrit, and French. Will Mathematics and Science textbooks be available in those languages? If not, the system faces a serious gap,” said educationist Keshav Agarwal.
The logistical and financial implications of printing and standardising textbooks in multiple languages remain significant and, according to some experts, insufficiently planned.
The policy has also sparked questions about how much choice students will realistically have. In many schools, especially in Tier 2 cities, options remain limited to combinations such as Hindi, English, and Sanskrit, with perhaps one additional foreign language like French. “My school offers Hindi, English, Sanskrit and French. I can’t skip English even if I want to choose French,” said a Class 6 student from Faridabad.
Source: India Latest News, Breaking News Today, Top News Headlines | Times Now
