New Delhi: The books have been bought, timetables redrawn and teachers assigned. Now, schools that spent months putting CBSE’s revised three-language framework into practice are grappling with a fresh question: What does Supreme Court’s recent relief for Class VI students mean for arrangements already in place?Under the revised framework, students were required to study three languages, including at least two Indian languages. Schools accordingly introduced language options, reorganised teaching schedules and, in some cases, arranged for additional teachers. Some also persuaded reluctant parents to accept changes to their children’s initial language choices.The apex court has now directed CBSE to extend to Class VI students exemptions and relaxations available to the current Classes VII–IX batches. These include exemption of the newly mandated third language from Class X board examinations and flexibility for students already studying two non-native languages to retain both while adding a ‘Bharatiya Bhasha’.For educators, the uncertainty lies in how these relaxations translate into classroom practice midway through the session. They are seeking clarity on existing language combinations, third-language classes and assessment. The immediate question is what to do with teaching arrangements already in place.Rooma Pathak, principal of MM Public School, said schools had restructured timetables and arranged for additional language teachers before the court extended the transitional relief.“Schools are now in a fix over whether to continue these classes, put them on hold, or roll them back. Clarity is awaited from CBSE on how to proceed for the current session, especially regarding assessment of the third language for Class VI students,” she said.For some schools, implementation had also involved persuading families to accept a different language. At Mamta Modern School, principal Pallavi Sharma said French had been offered until last year, but Sanskrit was introduced this session following CBSE’s April directions.The change was initially met with resistance from many parents, particularly some Sikh families who wanted Punjabi as an option. Sharma said the school explained its inability to appoint additional faculty and eventually persuaded parents to opt for Sanskrit. Several Hindi teachers were then redeployed to teach the language.Revisiting those choices now will require another adjustment after students and teachers settled into the new arrangement. “In view of the recent court directive, I feel it may not be practically feasible to change the subject options again at this stage,” Sharma said.Students had already bought Sanskrit textbooks and studied the language for several months, she explained. Timetables were finalised and teachers assigned, leaving little practical scope for a significant change during the current academic session.The experience illustrates the time and resources schools have committed to the transition. Divya Bhatia, principal of Amity International School, Saket, said the court’s decision has created uncertainty for institutions that already introduced new language classes, revised schedules and made staffing arrangements. “Schools need clarity on the way forward. Frequent changes or ambiguity in implementation can place an avoidable burden on students, teachers and school managements,” she said.Bhatia sought a phased and flexible approach that recognised these practical challenges while keeping students’ learning at the centre of things. “The need is for clear, uniform and timely guidelines from the authorities so that schools can plan responsibly without disrupting learning.”There was no response to queries sent to CBSE on whether it plans to issue any clarification to schools.
