The Supreme Court has questioned the CBSE’s classification of English as a “non-native language,” observing that the language has been part of India’s social and administrative fabric for over three centuries. The Court also raised concerns over the continued use of the colonial term “native” in official policy documents.
The Supreme Court has questioned the Central Board of Secondary Education’s (CBSE) decision to classify English as a “non-native language” under the three-language scheme, observing that the language has been spoken and used in India for more than 300 years and cannot be viewed solely through a colonial lens.
During the hearing, the Bench expressed reservations over placing English in the same category as foreign languages such as German, Spanish, Arabic and French, particularly when English continues to serve as an official language and a primary medium of administration in several Indian States.
The Court also took exception to the use of the term “native” in the CBSE circular, describing it as a colonial-era expression whose relevance in present-day India deserves reconsideration. The Bench remarked that the terminology used in educational policy should reflect India’s constitutional values and contemporary linguistic realities.
The observations came while the Court examined issues relating to the implementation of the three-language policy. While acknowledging that the scheme seeks to promote Indian languages in line with the constitutional objective of encouraging their use in governance and public life, the Court indicated that the classification of English requires a more nuanced approach.
The Supreme Court noted that English has evolved into an integral part of India’s educational, judicial and administrative systems and has acquired a distinct place in the country’s linguistic landscape. Its widespread use across institutions and multiple States, the Bench observed, differentiates it from languages that have no comparable historical or functional presence in India.
The matter is expected to further examine the constitutional and policy implications of language classification within the framework of the National Education Policy and the CBSE’s three-language scheme.
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