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Essays on the science of language and quiet learning
Essays on the science of language and quiet learning
Essays on the science of language and quiet learning
Shhh… I´m reading!
Shhh… I´m reading!
January 2026 · 3 min read
January 2026 · 3 min read
Most language tools ask you to stop what you’re doing and study. This essay explores a different assumption: learning as something that happens without interruption.
Most language tools ask you to stop what you’re doing and study. This essay explores a different assumption: learning as something that happens without interruption.
Most language tools ask you to stop what you’re doing and study. This essay explores a different assumption: learning as something that happens without interruption.
Flow is the real scarcity
Flow is the real scarcity
January 2026 · 3 min read
January 2026 · 3 min read
Time is often treated as the main obstacle to learning. This essay argues that flow is the real scarcity, and that once it is broken, meaningful learning becomes harder to sustain.
Time is often treated as the main obstacle to learning. This essay argues that flow is the real scarcity, and that once it is broken, meaningful learning becomes harder to sustain.
Time is often treated as the main obstacle to learning. This essay argues that flow is the real scarcity, and that once it is broken, meaningful learning becomes harder to sustain.
The violence of productive interruption
The violence of productive interruption
February 2026 · 3 min read
February 2026 · 3 min read
Productive interruption looks like help, but often breaks meaning. This essay examines how taps, highlights, and overlays fracture reading. What feels supportive can quietly undermine learning.
Productive interruption looks like help, but often breaks meaning. This essay examines how taps, highlights, and overlays fracture reading. What feels supportive can quietly undermine learning.
Productive interruption looks like help, but often breaks meaning. This essay examines how taps, highlights, and overlays fracture reading. What feels supportive can quietly undermine learning.
Reading should not be a workspace
Reading should not be a workspace
February 2026 · 3 min read
February 2026 · 3 min read
When reading becomes a workspace, the reader shifts from participant to supervisor. Tools, highlights, and constant interaction alter the psychology of language learning and undermine depth.
When reading becomes a workspace, the reader shifts from participant to supervisor. Tools, highlights, and constant interaction alter the psychology of language learning and undermine depth.
When reading becomes a workspace, the reader shifts from participant to supervisor. Tools, highlights, and constant interaction alter the psychology of language learning and undermine depth.
Demoralization of effort
Demoralization of effort
February 2026 · 3 min read
February 2026 · 3 min read
Effort is easy to measure. Progress isn’t. Visible strain, streaks, and proof of discipline can distort how we judge learning—and why the most durable progress often looks almost ordinary.
Effort is easy to measure. Progress isn’t. Visible strain, streaks, and proof of discipline can distort how we judge learning—and why the most durable progress often looks almost ordinary.
Effort is easy to measure. Progress isn’t. Visible strain, streaks, and proof of discipline can distort how we judge learning—and why the most durable progress often looks almost ordinary.
Stop visiting the language
February 2026 · 3 min read
February 2026 · 3 min read
There's a difference between studying a language and living with one. Ease comes from contact, not just structure. It comes from letting the language sit alongside your life.
There's a difference between studying a language and living with one. Ease comes from contact, not just structure. It comes from letting the language sit alongside your life.
There's a difference between studying a language and living with one. Ease comes from contact, not just structure. It comes from letting the language sit alongside your life.
The myth of daily progress
March 2026 · 3 min read
March 2026 · 3 min read
Traditional language apps are optimised for retention, not acquisition. Real learning is uneven, and the deepest shifts in fluency rarely announce themselves with badges.
Traditional language apps are optimised for retention, not acquisition. Real learning is uneven, and the deepest shifts in fluency rarely announce themselves with badges.
Traditional language apps are optimised for retention, not acquisition. Real learning is uneven, and the deepest shifts in fluency rarely announce themselves with badges.
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