A Journey Through Language,
Identity & Ideas

Jingchun Jiang  |  EAP  |  February 17, 2026

For me, my mother tongue is the language that I can speak without thinking. It is not only "Chinese." It is a language unique to me that records my life, culture, and memories. Its formation is closely related to my family, the people around me, and myself.

The earliest shape of my "mother tongue" was formed inside my home. From my family, my parents. At first, my language was only single words like "Dad" and "Mom." But gradually, those words stretched into full sentences, and I could finally express what I wanted on my own. This is the true beginning and foundation of my "mother tongue," and it also determines that my "mother tongue" will develop mainly in Chinese. Since my earliest understanding of the world was shaped through Chinese, my thinking naturally grew in that language. Without realizing it, my parents shaped the direction in which my "mother tongue" would grow. Their influence on the formation of my "mother tongue" is of vital importance.

Later, as I grew up, Beijing also had an impact on my "mother tongue." I began to get used to saying a sentence with just a few words. There may be a lack of standardized grammar, and sometimes there is even no subject. Moreover, these influences are sometimes beyond my awareness. Sometimes, as soon as I open my mouth to speak, the other person will say, "You must be from Beijing, right?" Although I think I'm speaking normal "Mandarin," this might just be what is called "Beijing dialect."

Then, there is the influence of the people around me. My friends' dialect or word-using habits often influence me as well, which I find very interesting. I would ask them how a certain word is expressed in their dialect and even go to their cities to experience their language firsthand. So up to now, from time to time, I speak dialects from different places — including Cantonese, Sichuanese, Shanghainese, and so on.

Another important moment in the development of my "mother tongue" happened through my writing. I used to think language was only something spoken. However, as I began to write essays or online posts, I realized that writing shaped my thoughts in a deeper way. In writing, I cannot rely on tone or facial expressions. I must choose words carefully and organize my ideas clearly. Sometimes, when I try to write about my feelings, I find that the process of searching for the right words helps me better understand myself. Writing enables me to slow down and reflect on the work I have done. It makes my "mother tongue" more structured, which also shows in my oral language, enabling me to convey my thoughts more precisely in daily conversations.

Up to now, I have come to a new country, a country where a completely different language is spoken. English surrounded me — in classrooms, in grocery stores, even in casual conversations on the street — all of this has had a significant impact on my "mother tongue." At first, I felt uncomfortable and even frustrated. The words were clear in my mind, but when I tried to put them into English, I just couldn't find the right words. In English writing, sometimes the teacher would point out that my expression was "not natural enough" or "not in line with English thinking," which made me doubt my language ability for a while. But gradually, I began to adapt to and accept English. Sometimes when I talk in Chinese at home, I would first think of the English word and then search for the Chinese. In fact, the blending of English and Chinese did not weaken me; it reshaped me. I believe it is also part of my "mother tongue" — I am just still in the adaptation stage.

Sometimes, I also think about whether there will be a moment when my "mother tongue" feels unfamiliar even to myself. When I return to China in the future, will I still speak in the same way as before? Or will people notice that something has changed in my tone, my word choices, or my way of expressing ideas? This question once made me anxious. In the past, I saw people on social media who interspersed English in their daily Chinese conversations. At that time, I thought it was very strange and felt that they were showing off. But when I actually came to the US, I found myself doing exactly the same thing — not intentionally, but naturally. I found myself turning into those people I once thought were strange. I was afraid of losing something original and pure. But gradually, I realized that language is never meant to stay the same. Just as people grow and change, language grows with us. What I call my "mother tongue" is not something I might lose; instead, it is something that expands. It carries my past in Beijing, my present life in an English-speaking environment, and my future experiences that I cannot yet imagine. The changes in my language are not signs of loss, but signs of growth.

Nowadays, I understand it as a kind of "cross-cultural mother tongue." It enables me to travel between different cultures. My "mother tongue" is not static but a continuous process of development. It records the places I have been to and the people I have met, and it is a memory that belongs only to me. I believe that as time goes by, my "mother tongue" will also continue to change. It is in this constantly changing "mother tongue" that I have come to know the world and gradually understood myself.

Jingchun Jiang  |  EAP II  |  Michael Mendonez  |  April 21, 2026

Have you ever thought about whether AI in the classroom really helps students think better, or just makes learning easier but less deep? This question is important today because AI is used more and more in education. At the same time, diversity is also very important in learning. I think diversity means people have different backgrounds and different ways of thinking. Innovation means creating new ideas or improving old ones. In the podcast "Creativity and Diversity: How Exposure to Different People Affects Our Thinking" by Shankar Vedantam, and the article by Kaitlin A. Lucas and Alberto Lioy, both sources show that diversity can improve creativity and critical thinking. This is important because students today need to think in flexible ways, especially when using AI.

First, diversity helps innovation because it brings different perspectives. In the podcast, Vedantam explains that "exposure to different perspectives can make people more creative" ("Creativity and Diversity"). This sentence is important because it shows creativity does not only come from intelligence, but from interaction with others. When people hear different opinions, they begin to question their own ideas. This process helps them think more deeply. Vedantam also suggests that being around people who think differently can feel uncomfortable, but this discomfort is useful because it pushes people to grow. This idea connects to what the article describes as different roles of thinking.

This idea is also similar to my own experience. In one class, I worked with students from different countries. At first, I felt uncomfortable. We had different thinking styles. I wanted to find a direct answer quickly, but another student wanted to explore many ideas first. I thought it was too slow. But later, I realized his idea helped us find a better answer. Our final result was more complete. This example shows what the podcast calls the "edge effect," where new ideas come from differences. This is a real example, and it shows how diversity can improve innovation.

The article by Lucas and Lioy supports this idea, but focuses on AI education. They explain that people use different metaphors to understand AI, such as a "tool," a "transformer," or even a "threat" (Lucas and Lioy 1). This is important because it shows people do not see AI in the same way. Some people think AI is helpful, but others think it is dangerous. These different views create discussion and deeper thinking. This connects to the podcast AND shows that diversity is not only about people, but also about ideas.

The article also explains different roles of students, such as "analysts," "creators," and "citizens" (Lucas and Lioy 6). This idea is important because it shows students do not all think the same way. Some students like to analyze information, some like to create new things, and some think about social impact. When these roles work together, the result is stronger. This connects to Vedantam's idea BUT adds more structure. The podcast explains why diversity helps thinking, but the article shows how this happens in education.

Another important connection is how students work with AI. The article explains that students as "creators" can use AI as a tool, while students as "analysts" can question AI and think critically. This is important because it shows two sides of learning. Students not only use AI, but also evaluate it. This connects to the podcast OR gives a new idea: diversity is not only between people, but also between different ways of thinking inside one person.

Teachers also play an important role. The article says teachers are "guides" and "designers" (Lucas and Lioy 7). This means teachers help students explore ideas and create a learning environment. This is important because without guidance, diversity may become confusing. The podcast also shows that communication between different people improves thinking. So both sources agree that interaction is necessary for innovation.

However, diversity also has challenges. The article explains that AI literacy can be complex and sometimes difficult to understand. When people have many different opinions, it is harder to agree. For example, some people want to use AI more, but others think it is risky. This can slow down decision-making. Vedantam also suggests that people often prefer to stay with similar ideas because it feels easier. This shows diversity BUT also shows difficulty.

Another important issue is fairness. The article asks whose goals AI is serving. This question is important because not everyone benefits equally from technology. Some big companies control AI, so they have more power. This connects to the idea of "citizens" in the article. Students need to think about ethics and responsibility. This idea expands the podcast OR shows a new direction: diversity is not only about creativity, but also about fairness and power.

In addition, the article also talks about tension between individual and group thinking. Some students learn individually, but innovation often needs teamwork. This is important because diversity works best in a community. This connects back to the podcast, which shows that interaction with others improves thinking.

In conclusion, diversity has a strong impact on innovation in AI education. It helps people think in different ways and develop better ideas. The podcast by Vedantam shows that exposure to different perspectives improves creativity. The article by Lucas and Lioy explains how this works in AI education through roles, metaphors, and challenges. My own experience also supports this idea. Diversity is sometimes uncomfortable, but it is necessary for deeper thinking and better innovation.

Works Cited

Lucas, Kaitlin A., and Alberto Lioy. Mapping AI Literacy Frameworks: An Analysis of the Evolving Metaphorical Relationships between Students, Teachers, and AI. Journal of Interactive Media in Education, 2025.

Vedantam, Shankar. "Creativity and Diversity: How Exposure to Different People Affects Our Thinking." Hidden Brain, NPR, https://www.npr.org/transcripts/895858974