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CBSE issued a circular in May 2025 that left many confused and concerned about the upcoming academic changes. The circular focused on replacing English as a medium of instruction with the mother tongue or regional/state language of students. It basically applies to students from pre-primary to 2^nd grade.

As most of us have seen English as the primary medium of instruction for the past two to three decades, especially during our young schooling years, this change naturally makes people wonder whether it will affect their children’s future opportunities. Some even worry about how their children will cope with multiple languages and seek clarification on what it means for English proficiency and how kids will be taught in schools.

We at Delhi Public School Sushant Lok, one of the best CBSE schools in Gurgaon, understand parents’ concerns and have thus created this blog post to provide clarity on this topic. If you want to explore how the CBSE’s language policy will redefine classroom learning, read the following points carefully.

• Mother language takes centre stage in early learning

The key change in the new policy is the mandatory use of mother tongue or regional language as the main medium of teaching instruction from pre-primary to Class 2. This move has made it necessary for schools to conduct language mapping exercises to identify each student’s home language and use it as a primary teaching medium during their foundational years.

CBSE has introduced this approach because it recognises the fact that children grasp concepts faster when taught in a language they think and dream in. Rather than forcing young learners to master a new language and new concepts simultaneously, the policy allows them to build a stronger conceptual foundation first.

Students are introduced to English and other languages gradually through oral exposure. This systematic approach is introduced so that no children are overburdened during their most formative learning phase  

• From memorising grammar rules to developing real communication skills

Under the new policy changes, language classes are no longer about memorising grammar rules. Students will now learn through an integrated skill development approach that spans listening, speaking, reading, and writing. A typical language lesson might now involve students listening to a folktale, discussing it in groups, writing a summary, and performing it as a play.

This holistic approach treats language as a living tool for communication, rather than a subject to be conquered. Teachers are now encouraged to move away from rote worksheets toward meaningful activities, such as storytelling, role-playing, and real-world problem-solving.

The focus has now shifted from getting answers right to expressing ideas clearly and confidently, preparing students for actual communication rather than just examinations.

• The three-language framework creates true multilinguals

CBSE has now structured language learning into three roles: R1, R2, and R3. Here’s what each stands for:

• R1 – Mother tongue or first/state language
• R2 – Second language (often English or Hindi)
• R3 – The third language can be a classical, modern Indian, or foreign language. It will be introduced from Class 6 onwards.

We at Delhi Public School Sushant Lok believe it’s a really positive development as it guides students to develop deep proficiency in multiple languages, rather than developing surface-level familiarity. By the end of Class 5, students are expected to be fluent readers and writers in R1, while simultaneously developing conversational skills in R2.

It prevents cognitive overload, which young students typically face when trying to learn multiple languages at once. The policy recognises that true multilingualism develops through depth-first learning, and not breadth-first exposure.

• Classrooms embrace linguistic flexibility and cultural pride

At Delhi Public School Sushant Lok, we firmly believe that the most liberating aspect of this policy is the flexibility it introduces to everyday classroom interactions. So, even if the formal medium of instruction is different, students are allowed to respond in their home language in the early grades.

This means that teachers can now utilise translation, vocabulary comparison, and language games to bridge the gap between languages. The flexibility hence introduced can help reduce social anxiety among students, thereby boosting their participation in activities. It particularly benefits students from non-English-speaking homes who previously felt disadvantaged.

The policy also aims to strengthen cultural connections, as children now learn through stories, songs, and examples rooted in their own communities. This cultural grounding can help students build unshakable confidence and self-esteem from a very young age.

Conclusion

We at Delhi Public School Sushant Lok, positioned as the top school in Gurgaon, view CBSE’s language policy as a bold approach to address the long-standing biases in the educational framework. We believe it’s a much-needed change that honours India’s linguistic diversity and promotes meaningful communication over memorisation.

We are positive that this change will help students build their multilingual capabilities systematically. These changes are not designed to diminish the importance of English or other languages. Instead, they aim to create a stronger foundation for learning in children. A visible improvement is also expected to be seen in the overall confidence and active participation of children.

The change can be viewed superficially as a cultural shift toward education. However, this shift is the one which was long needed, as it not only respects every child’s linguistic identity but is also intended to prepare children for the interconnected multilingual world.