Discover how CBSE’s mother-tongue-first policy under NCF-2023, effective from 2025–26, aims to transform early education in India’s diverse classrooms. Explore its benefits for learning and inclusivity, alongside challenges in resources and teacher training. Insights from educators and linguists included.
Introduction
Starting with the 2025–26 academic year, the Central Board of Secondary Education (CBSE) will roll out its ambitious mother-tongue-first policy under the National Curriculum Framework for School Education (NCF-2023). This transformative initiative, rooted in the National Education Policy (NEP) 2020, mandates that schools use a student’s mother tongue, home language, or a familiar regional language (termed R1) as the primary medium of instruction for foundational and preparatory stages (pre-primary to Class 5). With India’s rich linguistic tapestry—over 19,500 dialects and 121 languages—this policy aims to revolutionize early education by making it more accessible and inclusive. The Interview Times explores the potential of this policy to reshape learning outcomes, alongside the challenges of resource allocation and teacher preparedness, drawing insights from educators and language experts.
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Implementation Roadmap
The CBSE has set a clear timeline for schools to adopt the policy:
- By May 31, 2025: All CBSE-affiliated schools must establish NCF Implementation Committees to spearhead the transition.
- By Summer 2025: Schools will conduct language mapping to identify students’ mother tongues, adapt curricula, and train teachers.
- July 2025 Onward: Instruction in R1 begins, with schools submitting monthly progress reports via an online portal.
- Support Mechanisms: Academic observers will provide on-ground assistance, and the National Council of Educational Research and Training (NCERT) has already released textbooks in 22 Indian languages for Classes 1 and 2, with plans to expand to higher grades.
The policy prioritizes R1 for core subjects like mathematics and environmental studies in early grades, aiming to strengthen conceptual understanding and engagement.
Unlocking Early Learning Potential
Boosting Cognitive Growth
The mother-tongue-first approach is grounded in global research, including UNESCO’s advocacy for native language instruction, which links it to better comprehension and cognitive development. In India, where the National Achievement Survey 2021 found that only 39% of 8-year-olds meet basic reading standards, this policy could be a game-changer. By teaching in a language students already know, schools can build stronger foundations in literacy and numeracy. A pilot program in Odisha’s tribal regions showed that students taught in their native languages, such as Santali, had higher attendance and better grasp of concepts, suggesting the policy’s potential to bridge learning gaps.
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Fostering Inclusivity
With India’s linguistic diversity, the policy is a bold step toward equity. It prioritizes marginalized groups, including tribal communities and rural students, who often struggle in Hindi or English-medium classrooms. By valuing local languages, the policy fosters cultural pride and reduces dropout rates, especially among girls, aligning with NEP 2020’s vision of inclusive education.
Hurdles on the Horizon
Resource Constraints
Implementing this policy across CBSE’s 30,000+ schools is a massive undertaking. Key challenges include:
- Learning Materials: While NCERT has developed textbooks in 22 languages, creating resources for lesser-known dialects and higher grades is a slow process. States must invest heavily in localized content, which could strain budgets.
- Technology Gaps: Urban schools with diverse student populations struggle to choose a single R1, while rural schools often lack digital tools for multilingual education. NCF-2023’s push for technology integration highlights existing disparities.
- Funding Shortfalls: The policy’s ambitious scope requires significant financial backing, but NEP 2020 lacks a clear funding blueprint, raising concerns about sustainability.
Teacher Readiness
Teachers are at the heart of this reform, but many are unprepared:
- Language Proficiency: In urban areas, teachers may not speak the diverse mother tongues of their students. In rural areas, dialect-specific training is often lacking.
- Pedagogical Shift: The policy demands interactive, play-based teaching methods, which require extensive training. State Councils of Educational Research and Training (SCERTs) and District Institutes of Education and Training (DIETs) face pressure to scale up programs quickly.
- Urban Complexity: In cities like Bengaluru or Kolkata, classrooms often include students speaking multiple languages, complicating R1 implementation. Teachers may default to regional languages, risking exclusion of minority language speakers.
Balancing Aspirations
Many Indian families, especially in low-income communities, see English-medium education as a ticket to social mobility. The Annual Status of Education Report (ASER) 2020 noted a 25% enrollment in English-medium private schools in rural areas. Critics fear that prioritizing mother tongues could limit English proficiency, as seen in Tamil Nadu’s past shift to Tamil-medium instruction, which later required adjustments to restore English access. The policy must carefully integrate English (R2) and other languages (R3) to address these concerns.
Voices from the Field
Educators’ Perspectives
- Optimism: Teachers in rural multilingual programs, like those in Chhattisgarh, report that students thrive when taught in their native languages, showing increased confidence and participation.
- Concerns: Urban educators highlight logistical challenges. A Mumbai-based principal told The Interview Times that mapping mother tongues in diverse classrooms is “a logistical nightmare” without adequate resources. Many also stress the need for better training to handle multilingual pedagogies.
- Training Gaps: Educators call for ongoing professional development to navigate the shift, noting that current training programs are insufficient.
Linguists’ Insights
- Support: Language experts applaud the policy for aligning with global evidence on mother tongue benefits, emphasizing its role in preserving India’s linguistic heritage.
- Cautions: Linguists warn that success depends on quality resources and teacher training. Without materials in dialects like Bhojpuri or Tulu, implementation may falter. They also stress the need to balance mother tongue instruction with English skills to prepare students for global opportunities.
Looking Ahead
The CBSE’s mother-tongue-first policy is a visionary step toward inclusive, effective education in India’s diverse classrooms. By leveraging students’ native languages, it promises to boost early learning and empower marginalized communities. However, its success hinges on addressing resource gaps, enhancing teacher training, and balancing linguistic diversity with aspirations for English proficiency. As the 2025–26 academic year approaches, collaboration between the Ministry of Education, state governments, and schools will be crucial to turn this vision into reality. The Interview Times will continue to track this policy’s impact on India’s education landscape.