In the midst of a heated public debate over language policy in Karnataka, official school data shows that nearly 93 per cent of state board students have opted for Hindi as their third language this academic year, even as the state government has shifted the Secondary School Leaving Certificate (SSLC) exam from a marks-based system to a grading system for third-language subjects.
Around 7.6 lakh students out of roughly 8.1 lakh taking a third language are learning Hindi, suggesting widespread uptake despite concerns about “Hindi imposition” among regional activists. Policy changes and legal challenges continue to shape the evolving discussion.
Dominance of Hindi in Student
Latest official data from the Karnataka School Examination and Assessment Board reveals that 7,52,398 students chose Hindi under the state board’s general third-language curriculum, while a further 4,778 students opted for Hindi through the NCERT curriculum offered in model schools bringing the total to about 7.6 lakh.
In contrast, just 11,483 students selected Kannada and 32,135 chose English as their third language option. Other language choices such as Urdu (5,544) and Sanskrit (5,159) trail far behind and regional languages like Tulu, Konkani and Marathi were chosen by only a few hundred learners.
The state’s decision to remove numerical marks for third language subjects and instead use a grading system in SSLC examinations is a significant shift. Education officials explained that previously, a language paper was part of the overall 625-mark tally now reduced to 525 marks after excluding third languages from students’ final score, with assessments reported as grades (A, B, C, D). Authorities say this was done to ease academic pressure, citing historically high failure rates in language papers.
Supporters of the trend towards grading say it encourages students to explore languages without fear of direct impact on their results. Educationists noted that Hindi’s widespread popularity, cultural relevance and academic visibility might explain why so many students have opted for it.
Language Policy, Regional Sentiments and Legal Challenges
Despite the strong enrolment figures, Karnataka’s language policy has sparked widespread reactions from various stakeholders. For many Kannada language activists and organisations, the debate is not over student choice but about cultural autonomy and regional identity. Some advocacy groups have requested a review of the grading policy for third languages, warning that grading instead of marks could diminish the subject’s academic status and discourage engagement.
Pro‑Kannada organisations have criticised the government for its handling of the policy changes, asserting that third language reforms could erode regional linguistic rights. Protests have taken place in Bengaluru, with activists emphasising the importance of safeguarding Kannada while respecting student choice.
At the same time, the High Court has seen a Public Interest Litigation (PIL) challenging the switch to grading, asserting that the government’s process lacked proper notification and consultation. Opponents argue that procedural transparency is essential before implementing systemic changes that affect tens of thousands of learners.
The wider backdrop includes national discussions on the three‑language formula under the National Education Policy (NEP) 2020, which has been controversial in several states where leaders have criticised similar language directives as “Hindi imposition.” While some states have sought flexibility, others resist mandatory Hindi within this framework.
The Logical Indian’s Perspective
The Karnataka data underscores an important reality: students are choosing languages based on perceived utility, interest and accessibility, even amid vigorous political and cultural debate. A genuine language policy must balance national cohesion with respect for local identities, not swing between extremes of imposition on one side and exclusion on the other. Promoting multilingualism enriches minds and bridges communities, but it must be underpinned by consultation, clarity and respect for diversity.
Policymakers, educators and community leaders should listen to students and parents, and not let debates be reduced to polarising slogans. True progress lies in empowering learners to make informed choices while preserving the linguistic heritage that forms the fabric of Indian society.
In an era where education shapes not just careers but cultural confidence, how can India’s states craft language policies that support academic goals, linguistic dignity and inclusive participation, rather than exacerbate tensions? What would a truly balanced language education model look like to you?
Also Read: Iran and US Agree Two-Week Ceasefire; Strait of Hormuz Reopens, Islamabad Peace Talks Scheduled
🚨 nearly 93% of Karnataka state board students have picked Hindi as their third language in the current academic year.
— India Tech & Infra world (@TechInfraWorld) April 8, 2026
(The Times of India). pic.twitter.com/WlTuCMQyP6
