A recent directive from the Telangana state government making Telugu a mandatory language subject in all schools, including CBSE and ICSE-affiliated institutions, has created concern and confusion among non-Telugu-speaking students and parents across the state.
The government's move aims to promote regional language and cultural heritage. However, it has raised questions about implementation challenges, especially in urban schools where a significant percentage of students come from non-Telugu backgrounds. Many of these students hail from other states or are children of professionals who have relocated to Telangana for work.
Several CBSE school administrators have expressed concern over the short timeline and lack of preparatory resources. “While we support regional language learning, sudden implementation without proper training, textbooks, or teacher availability will create unnecessary academic pressure,” said a principal of a Hyderabad-based international school.
Parents, too, are worried. For students already in higher classes (Class 6 and above), learning a new language from scratch could impact their overall academic performance. “My daughter is in Class 8, and she’s never studied Telugu. Expecting her to suddenly catch up without proper support is unfair,” said a concerned parent from Secunderabad.
Meanwhile, education experts believe that although the intent to preserve the state language is valid, the policy needs gradual integration, especially for central board schools. Some have suggested implementing the mandate only from lower primary levels, allowing new students to grow with the curriculum while exempting current upper-grade students.
The Telangana Education Department has indicated that they are open to feedback and may consider phase-wise implementation or special exemptions. Schools are now waiting for further instructions regarding assessments, exemptions, and teacher training.
As the new academic year approaches, clarity and support from the government will be crucial to ensure smooth integration of the policy while minimizing stress for students from diverse linguistic backgrounds.
