Background of the poem

"New Tongue" by Elizabeth L. A. Kamara is a poignant poem that delves into the
themes of cultural erosion, generational divide, and the consequences of adopting
foreign values at the expense of indigenous traditions. Through vivid imagery and
emotive language, Kamara critiques the younger generation's abandonment of their
cultural heritage in favor of Western ideals.

Title Analysis:

The title, "New Tongue," serves as a metonymy for the adoption of a new
language, symbolizing a broader cultural shift. This language change reflects the
assimilation into foreign cultures, leading to a transformation in identity and
societal values. The "new tongue" signifies not just a linguistic change but also the
embrace of new customs, ideologies, and lifestyles that often conflict with
traditional African values.

Structure and Form:

The poem is structured in five uneven stanzas, totaling forty-six lines. It employs
free verse, allowing Kamara to convey her message without the constraints of
rhyme or meter. This form mirrors the theme of breaking away from traditional
structures, much like the younger generation's departure from ancestral customs.

Stanza-by-Stanza Analysis

Stanza One:
The poem opens by depicting the younger generation embracing a “new tongue”
and dancing to “new dances.” This represents their adoption of foreign cultures and
values, rejecting the traditions of their ancestors. Kamara describes how their
minds are “battered into new modes and shapes,” suggesting that this cultural
transformation is not entirely organic but rather influenced by external forces such
as colonialism, globalization, or societal pressure. The poet also introduces the idea
of loss, stating that “old songs” have become “disregarded dreams,” meaning that
ancestral wisdom and oral traditions are no longer valued. The imagery of “ashes
strewn into the bottomless sea” conveys the finality of this loss—once culture is
discarded, it cannot be recovered. The indifferent “fishes” symbolize a younger
generation that is unconcerned with what has been lost.

Stanza Two:
This stanza focuses on the breakdown of relationships within families and
communities. The poet states that “ties of family and friendship loosened, broken,
burnt,” emphasizing how cultural shifts have led to fractured connections between
individuals. The younger generation no longer prioritizes communal bonds;
instead, they move toward a more individualistic way of life. The poet highlights
how elders, once revered as keepers of wisdom, are now pushed “to the edge of
their minds.” This signifies that their guidance and stories are ignored, replaced by
an obsession with modern, foreign ideals. Meanwhile, the younger generation
“revels in the wonder of the new,” celebrating their newfound identity without
considering the consequences of abandoning their roots.

Stanza Three:
Kamara deepens the theme of cultural amnesia in this stanza. The "old songs,"
once an essential part of heritage, are now dismissed as meaningless, reinforcing
the idea that traditional values have become obsolete in the eyes of the younger
generation. Again, the poet revisits the powerful image of ashes being “strewn into
the bottomless sea,” emphasizing that the erasure of culture is not just accidental
but deliberate. The repetition of this imagery suggests an irreversible loss—once
traditions are forgotten, they cannot simply be revived.

Stanza Four:
The poet describes how the younger generation actively rejects their cultural past.
They “block their ears to the old tongue,” signifying a conscious decision to avoid
speaking or listening to their native language. This act goes beyond language; it
symbolizes a rejection of the wisdom, history, and stories passed down through
generations. The line “they hang the last lock on their culture” suggests that they
are sealing off their heritage, cutting themselves off from the past in favor of a
new, unfamiliar identity. This metaphor of locking away culture conveys a sense of
finality—once the door is shut, reopening it may be impossible.

Stanza Five:
In the final stanza, Kamara reflects on the consequences of this cultural shift.
Despite their embrace of foreign cultures, the younger generation finds themselves
lost and disconnected. The imagery of being “adrift” suggests that, in seeking
progress, they have lost a sense of belonging. This stanza serves as a warning:
while modernization and globalization offer new opportunities, abandoning one’s
cultural foundation can lead to a deep sense of emptiness and disorientation.
Kamara’s tone in this stanza is melancholic, lamenting a loss that may never be
reversed.
Themes in New Tongue

1. Cultural Erosion and Identity Loss:

The poem highlights how adopting foreign customs and languages can lead
to the complete erosion of one’s cultural identity. Kamara portrays this loss
as irreversible, symbolized by ashes scattered into the sea. The younger
generation’s pursuit of modernity comes at the cost of forgetting their
heritage.
2. Generational Divide:
Kamara presents a sharp contrast between the older and younger
generations. The elders are depicted as custodians of tradition, while the
youth reject their wisdom and values. This disconnect leads to the
breakdown of family and societal ties, as the younger generation prioritizes
new influences over ancestral teachings.
3. Globalization and Western Influence:
The poem critiques the way globalization introduces dominant foreign
cultures that overshadow indigenous ones. The "new tongue" can be
interpreted as a metaphor for colonial languages such as English or French,
which have replaced native languages in many African societies. The
younger generation, in embracing these languages and their associated
lifestyles, distances itself from its roots.
4. The Dangers of Forgetting One’s Roots:
Kamara suggests that while change is inevitable, completely abandoning
one’s heritage leads to a sense of alienation. The younger generation may
believe they are progressing, but in reality, they are becoming rootless—
adrift without a cultural anchor. The poem serves as a reminder that cultural
heritage is a vital part of identity and should not be discarded carelessly.

ASSIGNMENT

Instruction: Answer all. The objective questions MUST be typed and

uploaded to the portal, while the theory questions should be done in your
notebooks. The answers must be well-detailed and explained.

Objective Questions

1. What does the phrase "new tongue" symbolize in the poem?

A. A speech disorder
B. A new way of singing
 C. The adoption of foreign cultures and languages
D. A different style of poetry
2. The poet compares the loss of culture to:
A. A burning fire
B. Ashes scattered into the sea
C. The growth of a new tree
D. A river drying up
3. What literary device is used in "ties of family and friendship loosened,
broken, burnt"?
A. Simile
B. Alliteration
C. Hyperbole
D. Metaphor
4. In the poem, the younger generation is depicted as:
A. Respecting their elders
B. Proud of their cultural heritage
C. Indifferent towards their traditions
D. Trying to revive old customs
5. Which of the following best describes the tone of the poem?
A. Celebratory
B. Nostalgic and lamenting
C. Hopeful and optimistic
D. Humorous
6. The poet's attitude towards the younger generation is one of:
A. Admiration
B. Indifference
C. Criticism
D. Encouragement
7. The phrase "they block their ears to the old tongue" suggests that the
younger generation:
A. Is unwilling to listen to traditional values
B. Is unable to hear
C. Is learning a new language
D. Is confused by their elders' speech
8. The poem suggests that the younger generation's rejection of tradition leads
to:
A. Economic progress
B. A strong connection with their ancestors
C. A loss of identity and cultural displacement
D. Political power
 9. What effect does the poet achieve by using free verse in the poem?
A. It creates a rigid, structured rhythm
B. It mirrors the theme of breaking away from tradition
C. It makes the poem more difficult to read
D. It emphasizes rhyme over meaning
[Link] of the following best describes the main theme of the poem?
A. The importance of education
B. The effects of war on society
C. The conflict between tradition and modernity
D. The power of storytelling

THEORY

Cambridge IGCSE-Style Question:

(IGCSE literature questions often focus on analysis, requiring textual evidence

and personal response.)

How does Elizabeth Kamara use imagery and contrast in New Tongue to
explore the theme of cultural loss? Support your response with evidence from
the poem.

(Expect students to discuss imagery like “ashes strewn into the bottomless sea”
and contrast between the old and the new, explaining how these elements
emphasize the loss of tradition.)

WAEC-Style Question:

(WAEC questions are often more direct and focus on interpretation, themes, and
poetic devices.)

Discuss the poet’s attitude towards cultural change in New Tongue. How does
the poet use tone and diction to convey this attitude?

(Students should explain how Kamara critiques cultural change, using words that
suggest regret, criticism, and sorrow. They should also analyze how the choice of
words enhances the poem’s meaning.)