Key Takeaway

"Most kids are thought to be 'not learning' not because they actually fail to learn, but because they are not tested on what they have learned. The problem isn't the kid; it's where we look."

Q: You say "it seems like they are not learning." You emphasized the word "seems." Why?

S. Tüzel: Because most of the time, that "seems" is the reality. There's a very important distinction that helps us here. Canadian educational researcher Jim Cummins shows that a language has two separate layers: the everyday, social language on the surface, and the abstract, academic language deep down. The surface part develops quickly; the deeper part grows much slower and quietly.

Think of it like an iceberg. We usually only see the small tip above the water; we look to see, "Are they speaking? Did they know the word?" However, the real development happens underwater, where it is out of sight. A kid might be accumulating a lot inside; but because we haven't seen a sign on the surface yet, we jump to the wrong conclusion that "they are not learning."

Q: But they learn things, then forget them. Despite so much repetition, it doesn't stick. Is this normal?

S. Tüzel: It's completely normal. Forgetting is not a glitch in the brain; it's its natural way of working. The real issue is how we review. This is where one of the most solid findings of learning science comes into play: spaced repetition.

"Not three hours in one evening; but ten minutes every day for three days. The brain remembers when you space repetition out over time."

A comprehensive review by Nicholas Cepeda and his colleagues, which brings together hundreds of studies, shows that cramming information all at once (like the night before an exam) might work in the short term, but it vanishes in the long run. In contrast, spreading the same information over days and reviewing it at intervals dramatically increases retention. So, your kid isn't lacking ability; they are most likely just studying at the wrong rhythm. Think of it like watering the garden a little bit every day instead of flooding it once a week.

Q: Let's get to the point I fear most. My kid started saying, "I can't do English." What does this mean?

S. Tüzel: Now this is the sentence we need to take most seriously. Because here, we are no longer talking about a language problem, but a belief problem. Years of research by Carol Dweck from Stanford show that the difference between a kid's belief that "my ability is fixed, this is who I am" (fixed mindset) and the belief that "I can improve, it happens with effort" (growth mindset) directly impacts success.

A kid who says "I can't do it" has usually stopped trying; and when they stop trying, they cannot learn. This turns into a self-fulfilling prophecy. The good news is: this belief is something that can be changed.

"A single word changes everything: Not 'I can't do it,' but 'I can't do it yet'."

That little word "yet," which Dweck particularly emphasizes, turns a closed door into a pathway. Telling a kid "you haven't figured English out yet" builds a completely different future than saying "you are someone who can't do English."

Q: So, what can I do concretely at home? If you could suggest three things.

S. Tüzel: I recommend three simple but powerful things; all three are direct applications of the science we just discussed.

Notice that none of these require you to know English. They are all about repairing the kid's relationship with learning.

Q: Should we panic if a report card or test score is low?

S. Tüzel: Panic is the worst advisor. A test score is often just a narrow snapshot measured on that specific day, in that specific format, and with their mood at that moment. It only measures the tip of the iceberg we just talked about; it cannot see what is going on underneath.

A low score can be a piece of information, but it is not destiny. Looking at it by asking, "So there is a gap here, how can I support them?" is both more accurate and much more useful than labeling them by saying, "So they have no talent." Remember, your kid also reads the expression on your face; and from that, they draw a conclusion about themselves.

Q: If you could say just one sentence to a parent in this situation, what would it be?

S. Tüzel: I would say this: Stop saying "they can't learn," and start saying "they haven't learned yet." The difference between these two sentences can change a kid's entire story about themselves.

"No kid is incapable of learning English; it's just that some kids haven't been provided with the right time, the right rhythm, and the right belief yet."

When you measure the right layer, space the repetition out over time, and tell the kid "you can do it, just not yet," you will realize that the kid who "seems like they are not learning" has actually been learning silently all this time.

About the Interviewee

Assoc. Prof. Dr. Sait Tüzel is a researcher and associate professor working in the fields of educational technologies, AI-supported learning, media literacy, and learning analytics. His work focuses on the impact of technology on metacognitive development, critical thinking, and access to quality education.

He also leads the development of Flalingo’s AI-supported language learning ecosystem. In his academic work, he focuses on how language is learned and how learning processes can be enhanced with technology.

Resources

Cummins, J. — Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) distinction; the framework revealing that everyday language and academic/abstract language develop at different speeds. colorincolorado.org

Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention. Psychological Science, 19(11), 1095–1102. (The study showing that spaced repetition increases retention.) laplab.ucsd.edu

Dweck, C. S. — Mindset: The New Psychology of Success (2006) and her subsequent work; fixed and growth mindsets, and the concept of "yet". parentsleague.org