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This blog on NCERT Solutions for Class 11 English Woven Words Poem 6: Mother Tongue provides clear and concise answers to the questions of this poem. It helps students understand the themes of linguistic pride, cultural identity, and devotion to one’s native language. These solutions are designed to help students in exam preparation by exploring the poem’s emotional depth and imagery. You can also download the free PDF for quick revision.
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Explore Notes of Class 11 English Woven Words
NCERT Solutions Class 11 English Woven Words Poem 6: Mother Tongue
Here are the NCERT Solutions for Class 11 English Woven Words Poem 6: Mother Tongue, designed to enhance understanding of the poem’s themes, imagery, and emotional nuances for effective revision.
UNDERSTANDING THE POEM
1. The quill is the central element in the poem—what does it symbolise?
Solution: The quill in Mother Tongue symbolises the tool of expression through which the poet honours and promotes her native language, Dogri. It represents the act of writing and creativity that allows the speaker to serve her “Shahni” (mother tongue), preserving and celebrating its cultural significance. The quill, requested from the reed, signifies the poet’s dedication to articulating her linguistic and cultural identity, as seen when she urgently asks for it to fulfil her duty to Dogri, which is shared by the reed, which also declares itself a “servant” of the mother tongue.
2. You notice a sense of urgency in the poet’s request—what is the reason for this?
Solution: The sense of urgency in the poet’s request for a quill, expressed in “Give me, a quill, quickly / She must be looking for me,” stems from her deep sense of duty and devotion to her mother tongue, Dogri. The poet feels compelled to respond to the call of her “Shahni” (Dogri), personified as a commanding yet benevolent figure awaiting her contribution. This urgency reflects the poet’s eagerness to express her linguistic identity and preserve her cultural heritage through writing, emphasising the importance of actively engaging with and promoting her native language.
3. How has the poet brought out her emotional attachment to her mother tongue?
Solution: The poet brings out her emotional attachment to her mother tongue, Dogri, by personifying it as a “Shahni,” a kind and prosperous queen who commands loyalty from her “servants.” This portrayal reflects deep respect and reverence. The speaker’s declaration that she works for this Shahni, alongside many others who are “ever ready to do her bidding,” conveys a sense of pride and communal devotion. The urgency in her request for a quill and the reed’s willingness to sacrifice its “hand” further highlight her emotional commitment, as both the poet and the reed are united in their love and service to Dogri, underscoring its role as a vital part of her identity.
4. Personification is a figure of speech that attributes human qualities to inanimate things and abstract ideas. How has it been used in this poem?
Solution: Personification is used extensively in Mother Tongue to imbue inanimate and abstract entities with human qualities, enhancing the poem’s emotional and thematic depth. The reed is personified as a living entity capable of irritation and speech, responding to the speaker’s request with, “Irritated, he said / I gave you one only the other day.” This gives the dialogue a lively, conversational tone. The mother tongue, Dogri, is personified as a “Shahni,” a kind and prosperous queen with “many servants” who are “ever ready to do her bidding,” portraying it as a commanding yet benevolent figure that inspires devotion. Finally, the reed’s act of cutting off its “hand” to provide the quill personifies it as a willing servant of Dogri, reinforcing the shared commitment to the mother tongue.
TRY THIS OUT
1. Talk to five people from different spheres of society around you and ask them the number of languages they know and use for various purposes. Try to gather information about their attitude to the different languages they know and use.
Solution: Students can conduct interviews with five individuals from diverse backgrounds (e.g., a teacher, a shopkeeper, a student, a professional, and a homemaker) to explore their linguistic knowledge and attitudes. Ask questions like: “How many languages do you speak or understand?”, “What purposes do you use each language for (e.g., work, home, social interactions)?”, and “How do you feel about your mother tongue compared to other languages you know?” Record their responses, noting whether they express pride, practicality, or indifference toward their languages. For example, a teacher might value their mother tongue for cultural identity, similar to the poet’s devotion to Dogri in Mother Tongue, while using English for professional purposes. Summarise findings to compare attitudes, highlighting how languages shape identity, as seen in the poem’s reverence for Dogri.
2. Dogri is a language spoken in parts of Jammu and Kashmir, Himachal Pradesh, and Punjab. Its earliest mention is in Amir Khusro’s list of Indian languages. It does not have a script of its own. It is written in either the Devnagari or the Persian script. Find out about other Indian languages that are spoken but do not have a script of their own.
Solution: Students can research Indian languages that, like Dogri, are primarily spoken and lack a unique script, relying on scripts of other languages for writing. Examples include:
- Konkani: Spoken in Goa and parts of Karnataka, Maharashtra, and Kerala, Konkani is written in Devanagari, Roman, Kannada, Malayalam, or Persian scripts, depending on the region, but has no script of its own.
- Tulu: Spoken in parts of Karnataka and Kerala, Tulu uses the Kannada script for writing, as it lacks a distinct script.
- Bodo: Spoken in Assam and parts of Northeast India, Bodo is written in Devanagari or Roman scripts, having no unique script.
- Santhali: Spoken in parts of Jharkhand, Odisha, and West Bengal, Santhali traditionally used the Roman or Devanagari script, though the Ol Chiki script was later developed for it. Students can explore these languages’ cultural significance, similar to Dogri’s role in Mother Tongue as a symbol of identity, and note how the absence of a unique script reflects their reliance on other writing systems, paralleling the poet’s use of the quill to express Dogri’s richness.
Also Read: NCERT Solutions Class 11 English Hornbill Poem 1 A Photograph (Free PDF)
Download NCERT Solutions Class 11 English Woven Words Poem 6: Mother Tongue
You can download the free PDF of NCERT Solutions Class 11 English Woven Words Poem 6: Mother Tongue for effective revision.
Download more NCERT Solutions of Class 11 English ‘Woven Words’ here!
| Poem 1: The Peacock Solution |
| Poem 2: Let Me Not to the Marriage of True Minds Solution |
| Poem 3: Coming Solution |
| Poem 4: Telephone Conversation Solution |
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Access clear and concise NCERT Solutions for Class 11 English Woven Words Poem 6: Mother Tongue, designed to simplify the poem’s themes and imagery.
