CBSE Pushes for Mother Tongue in Early Education: Language Mapping, Curriculum Realignment Begin

The Central Board of Secondary Education (CBSE), India’s largest national school board with over 30,000 affiliated schools, has initiated the groundwork to embed mother tongue-based teaching from pre-primary to Class 5. In a landmark move aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, CBSE issued a circular on May 22 directing all schools to begin mapping the mother tongues of their students and preparing to realign their curriculum and teaching materials accordingly.

This marks the first time CBSE has indicated that teaching in the mother tongue or a familiar regional language could become compulsory, moving beyond prior advisories that merely encouraged it.

Instruction in Mother Tongue: What the CBSE Circular Says

The circular specifies that from pre-primary to Class 2 (collectively known as the ‘foundational stage’), schools must aim to teach in the child’s home language, mother tongue, or a familiar regional language. This language is referred to as R1. If the mother tongue cannot be practically adopted, R1 can be a regional or state language familiar to the child.

For Classes 3 to 5, students may continue in R1 or be offered instruction in a second language, R2, depending on their language profile and school capacity.

While the circular allows schools to start implementation as early as July 2025, it also permits additional time for transition, provided schools demonstrate progress and set realistic timelines.

Language Mapping and Curriculum Realignment: A Roadmap

CBSE has instructed all affiliated schools to form an NCF Implementation Committee by the end of May 2025. This committee will be responsible for:

• Mapping the mother tongues of enrolled students
   
• Aligning teaching materials and resources in R1
   
• Identifying suitable R2 options for Classes 3 to 5
   
• Organising teacher training workshops in multilingual pedagogy
   
• Realigning curriculum and instruction to reflect language shifts
   

Starting in July, schools are expected to submit monthly progress reports to the CBSE and may receive visits from academic observers for support and feedback.

NCERT Textbooks in 22 Languages Available for Early Grades

A Ministry of Education official confirmed that the NCERT has made Class 1 and 2 textbooks available in 22 Indian languages, enabling a smoother transition for foundational-level teaching. Efforts are underway to translate materials for higher classes.

Mathematics and language learning — the core subjects in early grades — can also be taught in R1. This aligns with NCFSE 2023’s guidance that children absorb concepts most effectively in their home language.

Challenges in Urban and Multilingual Classrooms

Despite the policy’s intent, implementation in urban and mobile populations presents unique challenges. Language diversity within classrooms can be substantial in places like Delhi and Gurgaon, where families have migrated from across India.

“Choosing a single R1 can be difficult. Some students may feel alienated if their home language is not chosen,” said Ameeta Mulla Wattal, Chairperson of DLF Foundation Schools. “In urban schools, you may have five or more languages in a single classroom.”

She also pointed out logistical concerns such as recruiting teachers fluent in multiple languages, accurately assessing students’ linguistic backgrounds, and balancing parental aspirations, especially for English-medium education.

Ground Realities: How Schools Are Responding

Sudha Acharya, Principal of ITL Public School in Dwarka, said her school has already conducted a language mapping exercise. “The most spoken regional language is Hindi. For us, R1 will be Hindi, and R2 will be English,” she explained. The school uses a bilingual model in early years and gradually shifts to English-medium instruction in higher classes.

This response highlights the flexibility within the framework. Schools can adopt hybrid or transitional models, provided they meet the overarching goal of grounding early education in a language familiar to the child.

Balancing Aspirations and Accessibility

While the policy is based on solid pedagogical principles, it also intersects with parental expectations and social aspirations, particularly in private schools where English is often seen as a pathway to upward mobility.

Many parents may prefer continuing with English as the medium of instruction, even when the child’s home language differs. Schools are expected to engage with parents, explain the rationale behind the change, and adopt a phased, sensitive approach to avoid alienation.

Conclusion: A Gradual But Transformative Shift

The CBSE’s new circular is a major step toward inclusive, equity-driven education that places the child’s linguistic context at the heart of learning. However, successful implementation will require strategic planning, community engagement, and extensive teacher support, particularly in linguistically diverse urban areas.

While some schools may need more time, the direction is clear: early education in India is moving toward a multilingual and culturally responsive model where language is seen not as a barrier but as a bridge to deeper learning.