Is the Three-Language Formula Effective in Maintaining Linguistic Diversity?

The language one speaks in India can reveal a lot about a person’s origin, culture, and sometimes even identity. Across India, many different languages are spoken, and they are closely connected to different traditions and communities. For many people, language is more than a means of communication. It is also a part of their identity and a way of expressing themselves.

Education plays a crucial role in safeguarding this diversity. Schools can expose students to languages other than their native language and make them aware of India’s various linguistic traditions. This concept is closely related to the Three-Language Formula, which was introduced to promote multilingualism and national integration.

The policy has evolved over the years and has been brought to the forefront under the National Education Policy, 2020. The Three-Language Formula is once again part of the debate on language education in India, particularly with the latest changes introduced by CBSE. However, this brings up an important question: Does asking students to learn three languages necessarily help preserve India’s linguistic diversity?

What is the Three-Language Formula?

The idea behind the Three-Language Formula is fairly simple. Students are encouraged to learn more than one language so that they can communicate across regions and become familiar with the linguistic traditions of India.

The formula was officially incorporated into the National Policy on Education, 1968. It suggested that students in Hindi-speaking States should learn Hindi, English, and another modern Indian language, preferably one of the southern languages. In non-Hindi-speaking States, students were expected to learn the regional language in addition to Hindi and English.

The National Education Policy, 2020 builds on the Three-Language Formula but provides States, regions, and students with more flexibility in selecting the languages they learn. It also states that no language will be imposed on any State, with at least two of the three languages being Indian languages.

The approach is also consistent with a broader constitutional recognition of linguistic diversity. Article 29 protects the right of sections of citizens with a distinct language, script, or culture to conserve it, while Article 350A provides for efforts to ensure facilities for instruction in the mother tongue at the primary stage.

How Can It Contribute to the Maintenance of Linguistic Diversity?

The Three-Language Formula can help maintain linguistic diversity by providing students with the opportunity to learn languages that they might not otherwise be exposed to. A student who has grown up speaking one regional language can become acquainted with another Indian language in school. This can help raise awareness of the various languages and cultures found throughout the country.

This is important because languages are more than just words. They pass on literature, traditions, and cultural experiences from generation to generation. If a language continues to be used in school education, it is more likely to remain familiar to younger people rather than being known mainly by older generations.

The home language, mother tongue, or regional language is also given importance in the early years of education under NEP 2020. Wherever possible, it recommends that the medium of instruction should be the home, mother tongue, local language, or regional language until at least Grade 5 and preferably until Grade 8 and beyond. The policy also emphasises the need for the development of teaching and learning materials in Indian languages.

The present CBSE framework is similar. In the case of the Class VI batch for the academic session 2026–27, two of the three languages should be Indian languages. CBSE has also announced that textbooks for the third language are being made available in the 22 scheduled Indian languages.

But there is a distinction between the number of languages students learn and the preservation of linguistic diversity. The first can happen as a requirement in the curriculum. The second depends on whether those languages continue to have a place in education and society.

The Challenge of Implementation

The difference becomes clearer when we look at how the Formula is actually implemented in India. According to government data presented in Parliament in 2025, 61.6% of schools in India were providing three languages. However, the figures varied significantly across States, with Gujarat at 97.6% and Tamil Nadu at only 3.2%.

These differences indicate that a national policy does not necessarily produce the same linguistic experience for students across the country. The linguistic history and preferences of each State can affect the way language education is approached.

There is also a practical issue. If a school does not have teachers who can teach the languages, then it cannot offer meaningful language choices. NEP 2020 emphasises the need for more language teachers, and the new CBSE guidelines offer flexibility in staffing, including the use of existing teachers, retired teachers, inter-school sharing, and virtual or hybrid teaching.

Regional identity is also closely linked to language. That is why decisions about which languages students should learn can be sensitive. A policy for linguistic diversity should therefore take into account the linguistic preferences of different States and communities while maintaining the national objective of multilingualism.

The 2026 Debate

The issue has become even more relevant with the new CBSE language policy for the academic year 2026–27. The guidelines call for students to learn three languages, of which at least two are Indian languages. The guidelines also provide transitional arrangements for students who were already studying under the earlier system.

The new framework gives Indian languages a more defined role in school education. Meanwhile, doubts have been raised about whether schools are ready to provide the options the policy promises.

The Supreme Court has also expressed concerns regarding the implementation of the policy. In August 2026, the Court questioned the classification of English as a “non-native” language and expressed concerns about the availability of teachers and textbooks in Indian languages during the hearings. It asked the Centre, NCERT, and CBSE to reconsider some aspects of the implementation and explore possible relief for current Class VI students.

This is not to say that the concept of multilingual education is the issue. Rather, it highlights a more practical question: Can a policy that aims to foster linguistic diversity be put into practice in a manner that is effective for students in vastly different schools and regions?

What Would Make the Formula Work Better?

To truly promote linguistic diversity, students must have meaningful choices under the Three-Language Formula. A language should not be available only in theory. Schools need qualified teachers, appropriate textbooks, and adequate support to teach it effectively.

The policy should also take into account the regional variations in India’s linguistic requirements.

Thus, the flexibility offered by NEP 2020 is crucial. Giving States and students choices can make the system more practical and lessen the sense of favouring one language over another.

The goal of language learning also plays a role. If a student learns a language and then simply passes an exam, they may not develop a genuine relationship with the language. The present CBSE guidelines give importance to meaningful, engaging, and enriching language learning rather than focusing only on examinations.

The Three-Language Formula can be more than a requirement when students are given the opportunity to use and appreciate the languages they learn. It can raise awareness and appreciation of the linguistic diversity around them among the younger generation.

Conclusion

The Three-Language Formula can be a boon to the linguistic diversity of India. It can motivate students to learn Indian languages, understand different cultures, and develop a wider perspective of the country’s linguistic identity.

However, learning three languages is not necessarily the same as maintaining linguistic diversity.

The policy is not without its challenges, including differences in implementation, a shortage of teachers and learning materials, and disagreements over language choices.

The Formula can thus be a valuable instrument for maintaining linguistic diversity, but it is not an assurance of it. Whether students have real choices and whether schools have the resources to make those choices will determine its success.

India does not require everyone to take the same linguistic route to stay united. It needs its many languages to have the space to survive, be learned, and be valued.