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New Tongue - Elizabeth L. A. Kamara Summary & Analysis
African Poetry: New Tongue by Elizabeth L. A. Kamara Summary, Setting, Author's Background, Themes, Language, Style and Likely Theory/Essay Questions for JAMB, WAEC and NECO Literature Students Syllabus.
It is no longer news that the above selected poetry is among the selected texts for literature students in the WAEC, NECO and JAMB Syllabus.

Well we have decided to help students by providing some insights such as summary and poetic devices and analysis of the poem to aid them understand and prepare ahead of their examination.


Poem Text

"New Tongue" by Elizabeth L. A. Kamara

They speak in a new tongue
And dance new dances
Minds battered into new modes and shapes
Their eyes revel in the wonder of the new
Embraced and bound hearts with impregnable chains
The old songs as disregarded dreams
7 Remnants of a past.

Ties of family and friendship
Loosened, broken, burnt
The ashes strewn into the bottomless sea
As fishes swim by
Careless of the loss
13 Mindful of where they dare

A new generation
Careless of bonds
Of family
Of tradition
Of heritage
They care not
Nor revere the old
Their minds turn inwards
Only inwards
Like the insides of clothes
24 That marry the bodies of mankind

No room for elders
No,
Not even on the edge of their minds
Their ears blocked to the old tongue
29 And ways of doing things

Glorying in their newness of a borrowed tongue and culture
Every man
For himself
By himself
Of himself
A strange coldness descending like snow-covered mountain
Or like bathing at the back of the house
On a rainy July day
The gusts of wind falling trees
Carting roofs away
Tugging skirts
41 And swirling debris in the air

The borrowed shoes dance
Their borrowed minds parted the Red Sea long ago
They hang the last lock on their culture
And glide into the future
46 Without a backward glance.


Summary of "New Tongue"

The poem expresses the speaker’s disappointment with the younger generation for rejecting their cultural roots.

It opens by describing how they have adopted foreign languages ("new tongue") and lifestyles ("new dances"), reshaping their way of thinking to fit these external influences. Their fascination with modernity has caused them to forget their traditional songs and values, treating them as unimportant relics of the past.

The poet mourns how bonds of family and friendship have weakened, comparing the loss to ashes scattered into the sea, unnoticed by indifferent fish. The younger generation no longer respects their elders or traditions, choosing individualism over communal values.

The poem warns that this cultural shift has led to coldness and isolation, symbolized by imagery of harsh winds and snow-covered mountains. The younger generation, having completely severed ties with tradition, locks away their past and moves forward without looking back.


Author's Background

Elizabeth L. A. Kamara is a Sierra Leonean poet, academic, and writer. She is known for her deep exploration of African identity, culture, and generational shifts in her poetry. With a background in literature and education, Kamara writes about the effects of colonial influence, globalization, and the loss of traditional values. Her poetry speaks to the concerns of many Africans who struggle with maintaining their cultural heritage while navigating modernity. New Tongue is one of her significant works, reflecting on how younger generations are increasingly distancing themselves from their roots.


Setting

The poem does not describe a specific physical setting but focuses on the cultural transformation happening in contemporary African societies.

  • Past Setting: A time when family, tradition, and heritage were respected.
  • Present Setting: A world where younger generations have embraced foreign influences, abandoning their own cultural identity.

The poem highlights the contrast between the old world of African customs and the new world shaped by Western languages, values, and lifestyles.


Stanza Structure and Analysis

The poem is written in free verse, meaning it does not follow a fixed rhyme scheme. This allows for a natural and conversational tone, making the message more direct and impactful.

Stanza One (Lines 1–7)

  • Introduces the idea of cultural transformation, where young people have embraced foreign languages ("new tongue") and lifestyles ("new dances").
  • Their minds are reshaped to fit new influences, causing them to abandon traditional values.
  • "The old songs as disregarded dreams" → Highlights how traditions are now seen as outdated and unimportant.

Stanza Two (Lines 8–13)

  • Describes the destruction of family and friendship bonds.
  • The metaphor "ashes strewn into the bottomless sea" suggests that tradition has been discarded and forgotten forever.
  • The fish swimming by indifferently symbolize how modern society ignores the loss of heritage and moves on.

Stanza Three (Lines 14–24)

  • Depicts the younger generation’s lack of respect for family, elders, and traditions.
  • "Their minds turn inwards, only inwards" → Suggests self-centeredness and loss of community values.
  • Compares their inward-looking nature to "the insides of clothes that marry the bodies of mankind," implying that they are now only focused on themselves.

Stanza Four (Lines 25–29)

  • The rejection of elders is emphasized.
  • "No room for elders, not even on the edge of their minds" → Shows that older generations and their wisdom have been completely pushed aside.
  • "Their ears blocked to the old tongue and ways of doing things" → Indicates deliberate cultural erasure, where younger generations refuse to listen or learn from tradition.

Stanza Five (Lines 30–41)

  • Introduces a cold and unsettling imagery to describe the consequences of cultural abandonment.
  • "A strange coldness descending like a snow-covered mountain" → Symbolizes the emotional detachment and loss of warmth in relationships.
  • The storm imagery ("gusts of wind falling trees, carting roofs away") reflects the destruction caused by modernization and cultural neglect.
  • "Tugging skirts and swirling debris in the air" → Represents uncontrollable change sweeping through society.

Stanza Six (Lines 42–46)

  • Concludes with the final break from tradition.
  • "The borrowed shoes dance" → Suggests that the younger generation has fully embraced foreign cultures and now moves forward with them.
  • "Their borrowed minds parted the Red Sea long ago" → Implies that their departure from tradition was intentional and irreversible.
  • "They hang the last lock on their culture and glide into the future without a backward glance" → Finalizes their complete detachment from their heritage, locking away their past and never looking back.


Themes in "New Tongue"

  1. Cultural Assimilation and Loss of Identity

    • The younger generation is replacing their native culture with foreign values.

  2. Generational Conflict

    • The poem highlights tensions between the old and young, as elders struggle to preserve traditions.

  3. Individualism vs. Communalism

    • The shift from family-based societies to self-centered living is emphasized.

  4. Western Influence on African Culture

    • The adoption of foreign languages and customs is depicted as a form of cultural erosion.

  5. The Irreversibility of Change

    • The final lines suggest that once tradition is lost, it cannot be reclaimed.


Language and Style

  • Imagery:

    • "Ashes strewn into the bottomless sea" → Represents the permanent loss of culture.
    • "Borrowed shoes dance" → Suggests that young people are imitating foreign ways.

  • Symbolism:

    • "New tongue" → Stands for foreign languages and identities.
    • "Locked away" → Represents the rejection of traditional heritage.

  • Contrast:

    • Past (strong family values) vs. Present (individualism and cultural detachment).

  • Tone:

    • The tone is regretful, critical, and reflective, mourning the loss of cultural authenticity.



WAEC/NECO Likely Questions on "New Tongue" by Elizabeth L. A. Kamara

SECTION A: Comprehension Questions

  1. What is the main idea of the poem?
  2. What does the phrase "new tongue" symbolize?
  3. Explain the imagery "ashes strewn into the bottomless sea".
  4. How does the poem describe the younger generation’s attitude towards elders?
  5. What is the significance of the phrase "Every man for himself"?


SECTION B: Thematic Questions

  1. How does the poem highlight cultural assimilation?
  2. Explain the theme of generational conflict in the poem.
  3. How does the poem reflect the effects of modernization on African culture?
  4. What does the poet suggest about the loss of communal values?


SECTION C: Literary Devices

  1. Identify and explain two literary devices used in the poem.
  2. How does the poet use contrast to emphasize the loss of culture?
  3. What does the metaphor of borrowed shoes and borrowed minds represent?


SECTION D: Essay Questions

  1. Discuss how language and cultural identity are connected in the poem.
  2. What lessons can young Africans learn from this poem?
  3. If you were part of the younger generation, how would you respond to the poet’s concerns?


These questions are designed to test comprehension, thematic understanding, literary appreciation, and critical thinking skills