A Serious Concern Regarding the Teaching and Assessment of English in the CBSE Curriculum (Classes IX–XII)

Dear parents of CBSE students studying in Classes IX to XII,

I wish to draw your attention to a matter of serious academic concern regarding the teaching and assessment of English in the CBSE curriculum. English is not merely one subject among many; it is the medium through which knowledge in most other subjects is understood and expressed. Therefore, any weakness in the teaching of English can directly affect the overall intellectual development and academic confidence of students.

Over the past several years, certain features of the CBSE English curriculum and examination pattern appear to raise important questions regarding the systematic teaching of grammar, the structure of language assessment, and the opportunities provided to students to develop clear and effective written expression.

If, after reading the observations below, you find them reasonable and practical, I request you to consider discussing them with other parents, educators, and school authorities so that meaningful improvements may be considered in the larger interest of millions of students.

1. Absence of a Prescribed Grammar Textbook and Systematic Syllabus

It is deeply concerning to observe that in the CBSE curriculum from Classes IX to XII, there is no clearly prescribed grammar textbook and no systematically structured grammar syllabus for students to follow during these crucial academic years.

In most academic subjects, students are provided with well-defined textbooks and syllabi so that they know exactly what to study and how to prepare. However, in English—particularly with respect to grammar—such clarity appears to be largely absent.

Grammar forms the structural backbone of any language. Without systematic instruction in grammar—covering areas such as tenses, voice, reported speech, prepositions, clauses, sentence transformation, syntax, degrees of comparison, composition, and sentence structure—students cannot develop accuracy, clarity, or confidence in using the language effectively.

2. Nature of Grammar Questions in Examination Papers

Another surprising aspect is the pattern of grammar-related questions in the examination papers.

Instead of topic-based grammar questions that test specific grammatical knowledge, students are often asked to perform tasks such as rearranging jumbled words or sentences, inserting missing words in a passage, or editing words in a paragraph taken from random sources.

These questions frequently appear without any clearly defined grammatical framework or yardstick. As a result, both teachers and students remain uncertain about which specific rules or principles are actually being tested.

This situation naturally raises several important questions: What exactly should teachers teach in the classroom regarding grammar? How are students expected to prepare systematically without a defined syllabus? Can such random editing exercises alone build a strong foundation in English?

3. Two Different Sets of English Books in CBSE Schools

Another point that deserves attention is the existence of two different sets of English books across CBSE schools, which creates further inconsistency.

(a) In many Central Government CBSE schools, students are often provided with books such as an English Reader, a Main Course Book, and a grammar-based workbook. The workbook usually contains exercises on grammar topics such as tenses, determiners, modals, and sentence correction. However, despite the presence of such grammar exercises in the books, the Board examinations do not place corresponding emphasis on systematic grammar questions.

(b) In most private CBSE schools, students generally study the NCERT literature books: Beehive and Moments in Class IX, and First Flight and Footprints Without Feet in Class X. These books are primarily literary readers containing stories and poems and do not provide a structured grammar course.

Thus, in many schools there is no specific grammar textbook, and grammar instruction becomes fragmented or uncertain. This dual system naturally leads to confusion regarding what grammar should actually be taught and how it should be assessed.

4. Absence of Essay Writing in Examination Papers

Equally surprising is the absence of essay writing in CBSE examination papers for Classes IX to XII.

Essay writing is one of the most effective ways to develop a student’s ability to organize thoughts logically, construct arguments, express ideas clearly and coherently, and develop analytical and reflective thinking.

Removing such an important component deprives students of a vital academic skill that is essential for higher education and intellectual development.

5. Relevance to Future Competitive Examinations

It is also worth considering whether the current examination pattern truly prepares students for the demands of the future.

Most competitive examinations and higher academic assessments evaluate abilities such as reading comprehension, vocabulary and grammar fundamentals, logical reasoning, analytical writing, and structured expression.

These skills require systematic preparation and conceptual clarity, not merely the ability to manipulate random sentences in editing exercises.

6. Wider Educational Impact

Today CBSE is the largest school education board in India, with millions of students studying under its curriculum. Any gaps or inconsistencies in the teaching of a major subject like English therefore affect a vast number of learners and influence the overall standard of language education in the country.

This is not a minor technical issue—it concerns the quality of linguistic and intellectual development of an entire generation of students.

7. The Scale of the CBSE System

The Central Board of Secondary Education is one of the largest school education boards in the world. At present, more than 28,000 schools in India and abroad are affiliated with CBSE, and several million students appear for CBSE examinations every year.

Because of this enormous scale, any academic approach adopted by CBSE influences a very large section of the student population. Therefore, the clarity and effectiveness of English language teaching within the CBSE system are matters of national educational importance.

8. The Contradiction in the Claim of “Integrated Grammar”

It is sometimes argued that grammar is now taught in an “integrated manner” through reading passages, writing tasks, and editing exercises rather than through formal grammar lessons.

While integration of language skills is certainly desirable in principle, integration cannot replace systematic instruction.

For integration to work effectively, students must already possess a clear understanding of grammatical structures. Without such foundational knowledge, asking students to correct sentences or edit passages becomes largely a matter of guesswork rather than informed linguistic judgment.

In most effective language education systems, grammar is taught through a balanced approach that combines explicit instruction of grammatical concepts with their application through reading and writing tasks. If the foundational concepts themselves are never clearly taught, the idea of integrated grammar risks becoming merely a theoretical justification for the absence of structured grammar teaching.

9. Possible Measures for Improvement

For the benefit of students across the country, it may be worth considering certain constructive steps: introducing a clear and structured grammar syllabus for Classes IX to XII; prescribing a standard grammar textbook; including topic-based grammar questions in examinations; reinstating essay writing and structured composition in exam papers; and ensuring that assessments measure genuine language competence rather than mechanical editing tasks.

10. The Real Goal of Language Education

The aim of English education should be to develop clear thinking, precise expression, logical organization of ideas, and confident communication. Language teaching should not be reduced merely to manipulating disconnected sentences or performing mechanical corrections.

11. A Final Thought

Language is not merely another academic subject—it is the primary instrument through which knowledge is understood, expressed, and evaluated. If students do not develop clarity and precision in language, their performance in many other subjects may also suffer, because the ability to understand questions, interpret ideas, and present answers depends heavily on linguistic competence.

For this reason, the teaching and assessment of English deserve careful attention, clarity of purpose, and academic rigor. Raising these concerns is not an act of criticism but an expression of genuine concern for the intellectual development of millions of students studying under the CBSE system. Constructive dialogue among educators, parents, and policymakers can only strengthen the education system and ensure that future generations receive the solid language foundation they truly deserve.

12. A Collective Appeal

Given the importance of this issue, it is hoped that educators, policymakers, the Government of India, and the Ministry of Education will carefully review the present pattern and consider appropriate corrective measures in the interest of students nationwide. Quality language education is not a luxury—it is a necessity for the intellectual growth and future opportunities of young learners.

If this concern resonates with you, kindly consider discussing it with other parents, educators, and school authorities so that meaningful reforms may be considered at the earliest. Let us collectively raise this issue in the larger interest of millions of CBSE students.

The intention of this note is not criticism, but constructive concern for strengthening the quality of English education for the students studying under the CBSE system.