By Dr. Caroline Mathew
The revised CBSE language framework has brought Indian languages into renewed focus at the secondary-school level. From the academic session 2026–27, the revised language scheme for Class IX is being implemented in CBSE-affiliated schools, including those in the Andaman and Nicobar Islands. Recently, I came across students of a reputed private school who told me that they were studying Sanskrit in Class IX. What surprised me was not the introduction of Sanskrit, but the fact that, according to the students, their teacher had advised them not to purchase the prescribed textbook, saying that she would teach them the basics herself.
From Curriculum to Competency: This raises a simple but important question: If a textbook is prescribed as part of the curriculum, how will students ensure that they cover the required course and competencies without using it systematically? There may, of course, be a valid explanation. A good teacher need not depend exclusively on a textbook. Notes, worksheets, digital resources, supplementary reading and classroom activities can all enrich language learning. The issue, therefore, is not the textbook alone, but whether students have a clear, structured and comprehensive learning programme.
The concern becomes more significant because the students in question had already studied Sanskrit as their third language in Classes VI–VIII. They are, therefore, not beginners. Class IX should build upon their previous learning rather than simply return to elementary concepts.
After three years of exposure, students should be progressing in reading, writing, grammar, comprehension, vocabulary and literary appreciation. Secondary education should represent progression, not repetition.
Class IX: A Crucial Academic Bridge:
This becomes particularly important because Class IX leads directly to Class X, where students face Board-level assessment. If the required competencies are not systematically developed in Class IX, when and how will the gap be addressed? A language cannot be learnt merely by placing it on the timetable. It requires regular exposure, structured practice and continuous assessment. The transition from Class VIII → Class IX → Class X should therefore be carefully planned.
Parents, too, have a legitimate right to ask: What syllabus is being followed? Which learning resources are being used? What competencies are students expected to acquire? How will Class IX learning prepare them for Class X?
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These questions should not be seen as criticism of any individual teacher. They are questions of academic planning and accountability.
The Andaman Context: The issue assumes added significance in the Andaman and Nicobar Islands, where geographical isolation can sometimes make access to specialised teachers and educational resources more challenging. When a revised curriculum is introduced, schools need to ensure that teachers are adequately prepared, appropriate resources are available and students have a clear pathway towards the next academic stage.
The purpose of introducing a language should not merely be to ensure that it appears on a student’s timetable or report card. The objective must be to develop genuine language competencies.
Ultimately, the question is not simply:
“Is Sanskrit being taught?”
The more important question is:
“Are students actually being given the opportunity to learn Sanskrit systematically and develop the competencies expected of them?” That is a question that deserves an open and constructive discussion among parents, teachers, school managements and academic coordinators—before the Class IX learning gap becomes a Class X problem. (The author is a Retd. Principal, Nirmala Sr. Sec. School, Port Blair)
