In a significant move to strengthen language learning among young learners, the Central Board of Secondary Education (CBSE) has directed all affiliated schools across the country to implement the language instruction framework recommended by the National Curriculum Framework for School Education (NCF-2023). The directive, issued ahead of the academic year 2025–26, urges schools to prioritise the use of the mother tongue or a familiar regional language as the primary medium of instruction in the foundational and preparatory stages of education, which cover children aged 3 to 8 years, from pre-primary up to Grade 2.

According to the CBSE, this step is crucial in nurturing early literacy and overall cognitive development. The emphasis lies on making language learning more organic, rooted in the child’s cultural and linguistic environment, and aligned with the experiential and oral nature of early learning.

The NCF-2023, a guiding document developed by the Ministry of Education under the National Education Policy 2020, recommends that the first language of literacy, referred to as R1, should ideally be the mother tongue or the language most familiar to the child. If practical challenges prevent the use of the mother tongue—such as linguistic diversity in classrooms, lack of teaching resources, or the absence of a written form of the home language—then the state language, which is also likely to be familiar to the learners, may be used instead. The document reiterates that R1 must be used as the medium of instruction for all subjects until the child achieves foundational literacy in another language.

The circular issued by CBSE elaborates on the guidelines laid out in the NCF, stating that formal education at the foundational stage must be delivered in a linguistic environment that feels natural, nurturing, and culturally relevant to the child. This approach is expected to enhance engagement, improve learning outcomes, and foster a deeper connection between the learner and their academic environment.

At this stage, the focus of education remains largely oral and experiential. Key learning outcomes include the development of listening comprehension, oral fluency, vocabulary, phonemic awareness, and an emerging understanding of print and symbols. Children are gradually introduced to formal reading and writing, beginning with letter recognition and progressing to basic word formation in R1. By the end of Grade 2, children are expected to read fluently in R1, understand what they read, and begin expressing their thoughts and experiences through writing in R1.

In addition to R1, children will also be introduced to a second spoken language, referred to as R2, to promote bilingual familiarity without compromising the foundational focus on R1. This early exposure to a second language is expected to lay the groundwork for multilingual proficiency in later stages of education, without disrupting the critical process of first language development.

The CBSE has also recommended that schools make use of available teaching-learning resources to support this transition. For the Balvatika stage, which includes pre-primary classes, schools are encouraged to adopt play-based and activity-oriented pedagogy, leveraging tools such as the “Jadui Pitara” and “E-Jadui Pitara.” These are curated resource kits available in multiple Indian languages, designed to support experiential and joyful learning. For Grades 1 and 2, the NCERT has made available printed textbooks in Hindi, Urdu, and English, while digital versions are accessible in other regional languages through the NCERT website.

Schools have been advised to refer to these resources while planning their instructional strategies and classroom transactions. The CBSE has underscored the importance of aligning these strategies with the recommendations of the NCF-2023 to ensure consistency and effectiveness.

This shift towards mother tongue-based instruction is in keeping with global best practices and educational research, which affirm that children learn best in a language they understand well. It also marks a significant move towards inclusive and equitable education, enabling children from diverse linguistic backgrounds to participate actively in the learning process without facing the barrier of an unfamiliar language.

With the implementation of these guidelines, CBSE aims to create a robust foundation for language and literacy development in the early years, ensuring that students not only acquire academic skills but also remain connected to their linguistic and cultural roots.