CBSE’s new ‘Mother Tongue first’ directive draws praise and some concerns




A lot of discussion is going on about the recent directive from the Central Board of Secondary Education (CBSE) to get serious about implementing the National Education Policy with regards to teaching in the language most familiar to the children. It is good to note the writings that support this move, but we also need to take note of those who raise concerns about the practical feasibility. 



The CBSE has issued a directive in alignment with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF 2023). Beginning in the 2025–26 academic session, CBSE-affiliated schools are asked to implement a “mother tongue first” approach, making instruction in students’ home or regional languages mandatory during the foundational and preparatory stages of schooling (from pre-primary to Grade 5)(Times of India). This language directive seeks to reshape how language is approached in early childhood education across India’s diverse linguistic landscape.

Some of the key highlights of this language mandate are as follows:

  • Language Mapping: Schools are directed to begin mapping the linguistic profiles of their students to prepare for implementation.

  • Medium of Instruction: Schools are asked to adopt the mother tongue or home language as the medium of instruction from pre-primary to Grade 5.

  • Teacher Training and Recruitment: Institutions are encouraged to recruit or train teachers capable of delivering instruction in multiple regional languages.

  • Textbooks and Materials: The NCERT is preparing curriculum materials in 22 scheduled Indian languages to support this multilingual framework. 

  • Gradual Introduction of Other Languages: In line with the three-language formula, English and other additional languages can be introduced only after the foundational learning stage is complete.

As stated in the Times of India article, the CBSE schools are expected to establish internal implementation committees, engage with parents, and develop robust systems for teacher preparation and classroom materials in multiple languages.

Reactions and opinions from various stakeholders:

This mandate has prompted support from academics and other experts. In her article, Mother-tongue in the classroom: A welcome step, but don’t rush it, Shambhavi Gupta draws from her own classroom experience. She observes that many students, especially from elite backgrounds, lack proficiency in their native languages, leading to a sense of cultural disconnection. Gupta acknowledges the benefits of mother-tongue instruction, such as enhanced cognitive development and stronger family engagement in education. However, she cautions against a hasty implementation of the policy. Gupta stresses the need for thorough language mapping and a gradual, well-supported transition to ensure effectiveness. 

Shailaja Menon(literacy expert and Associate Professor at Azim Premji University) in her article Mother-tongue in the classroom: CBSE doesn’t understand students’ aspirations critiques CBSE's mandate to introduce mother-tongue instruction at the primary level, arguing that while the idea aligns with the National Education Policy (NEP) 2020, its implementation is still flawed. The article highlights several concerns such as linguistic diversity challenges: In cities like Delhi, where multiple dialects coexist, determining which language should be prioritised is difficult. Many parents prefer foreign languages like French, German, and Spanish over Hindi due to scoring difficulties and future employability concerns. The article questions whether transitioning to mother-tongue instruction is feasible.

A report in ETV Bharat highlights that schools in cities like Hyderabad are scrambling to comply. In some CBSE institutions, over 40% of the teaching staff do not speak the regional language, making it difficult to staff early-grade classrooms appropriately. There is also limited availability of high-quality textbooks in many regional languages, and a lack of trained personnel for multilingual instruction.

A recent opinion piece in The Federal by Aranya Shankar summarises the broader ideological and practical dilemmas. The article advocates for embracing multilingual education in India, highlighting that rigid policies favouring a single language and overlooking the nation's rich linguistic diversity. Drawing from the author’s personal experiences, it underscores the importance of flexible, inclusive language instruction that allows children to connect with their cultural roots via mother tongue  while acquiring essential skills for global engagement through English learning in higher grades.

What is the way forward?

It will be very helpful  that the languages of the children in each CBSE school have to be mapped. This can significantly raise the awareness of the teachers of the languages spoken by the children. Once the awareness among teachers is raised, it will hopefully create curiosity and not fatigue: "How can I include these languages in my teaching?" If they get the space, teachers are perfectly capable of using their own creativity in utilising these languages.This could be a chance to change how young children experience school. If done with care, classrooms could become places that honour children’s languages while also helping them succeed in a global world. The idea is bold and important, but it will only succeed if it's rolled out thoughtfully and with the right support across India’s diverse school system.


Regards,

Karsten, in collaboration with Upasana Lepcha



Resources:

  1. https://www.cbseacademic.nic.in/web_material/Circulars/2025/30_Circular_2025.pdf 

  2. CBSE and its ‘Mother Tongue First’ move: Bridging learning gaps or widening India’s academic divide?

  3. CBSE's new language rule: Board asks schools to use mother tongue as medium of instruction for these stages; Check what it means - The Economic Times

  4. Mother-tongue in the classroom: CBSE doesn’t understand students’ aspirations | The Indian Express 

  5. https://www.linkedin.com/posts/rohit-arora-a7496165_english-vs-mother-tongue-in-primary-schools-activity-7334243156177158145-6vhx/?utm_source=share&utm_medium=member_desktop&rcm=ACoAAANRyBUBCPoyEeSAGn-dDuhE5HTmv7FSw2U 

  6. Scramble begins to find Telugu teachers as mother tongue rule puts Hyderabad CBSE schools in a bind 

  7. NEP allows schools to teach in mother tongue, but parents wonder which language it will be 

  8. Empowering Education through Mother Tongue: The Case for Vernacular Languages in India 

  9. Mother Tongue Mandatory: CBSE's New Rule Sparks Debate Over Language, Learning And Logistics 

  10. Hindi vs English vs mother tongue? We should instead embrace multilingualism 

  11. UGC chairman emphasises on learning in one's mother tongue, says it contributes to enhancing cognitive abilities, ET Education. 


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