It's one of the phrases parents repeat the most: “My child understands English, but when they have to speak, they freeze up”. They recognise words, follow instructions, even get good grades, but as soon as they have to express themselves, they go quiet or answer in monosyllables.
This behaviour is not unusual and does not indicate a lack of ability. In fact, it is much more common than it seems and has a clear explanation. Understanding a language and daring to use it are different processes, and one does not automatically guarantee the other.
Understanding what is behind this block is the first step to truly helping them.
If they understand English, why don't they speak it?
The majority of children and teenagers learn English passively at first. They listen, read, recognise structures and understand the general message. That's comprehension. Speaking, however, requires something more complex: deciding what to say, how to say it and doing it in real time, in front of others.
When a child understands English but doesn't speak it, it's usually not because they don't know how, but because they don't feel confident enough to do so. The problem is usually not their level, but the context and the emotional experience associated with the language.
In many cases, English has been a subject that is assessed, corrected and compared. It has been learned to “get it right”, not to communicate. And when the time comes to speak, the fear of making mistakes outweighs the knowledge they already have.
The most common causes of blocking when speaking English
Fear of making mistakes and “saying it wrong”
One of the main causes is fear of mistakes. Many children associate speaking English with being exposed: being corrected in front of others, being laughed at or feeling like “they're doing worse”.
In environments where every sentence is corrected or translated immediately, the message they receive is clear: speaking badly is a problem. And faced with that pressure, silence seems the safest option.
Perfectionism: wanting to speak well before speaking at all
Especially in responsible children and teenagers with good academic performance, perfectionism arises. They want to construct the perfect sentence before opening their mouth. Since that's almost impossible in a language still being learned, the result is a block.
Speaking a language doesn't start when you master it, but when you accept that you will make mistakes. Without that permission, speaking doesn't get going.
Lack of real context to use the language
Many children have learned English only in artificial contexts: exercises, books, audios or closed answers. Rarely have they had to use the language to ask for something, solve a problem or relate to others.
However, when English appears in real situations — for example, having to explain an idea during an activity, organising a game with peers from other countries or asking for help in a group setting — the language stops being theoretical and starts to make sense.
Lots of comprehension, little oral practice
It's common to find children with a large passive vocabulary and very little oral practice. They listen a lot, read quite a bit, but speak little. The brain gets used to receiving information, not producing it.
Speaking is a skill that is trained by speaking. Without frequent spaces for oral expression, confidence doesn't develop.
Mentally translating from Spanish
Another common block is constant translation. The child thinks first in Spanish, then tries to translate, then doubts whether it's correct, and finally goes blank.
In environments where English is lived continuously, this process is reduced. Little by little, the brain starts to respond directly in English, even if only with simple phrases.
Previous negative experiences
A harsh correction, a laugh, a comparison or a bad social experience can leave a mark. The brain remembers that situation and activates the brakes every time a similar situation arises.
That’s why it’s so important for speaking to be learned in an environment where making mistakes is normal and safe.
Lack of social identity in English (key in teenagers)
In adolescence, language is not just a tool, it's also a question of identity. Many teens feel that “they're not themselves” when they speak English. They feel awkward, different or out of place.
When English is not part of their real social life, speaking it feels artificial. However, when the language is the natural language of the group, of daily life and relationships, that barrier disappears little by little.
Knowing English is not the same as daring to use it
One of the most important ideas to understand is that speaking doesn't depend only on knowledge, but on confidence. A child may know how to construct a sentence and still not use it if they don't feel comfortable doing so.
Speaking a language involves exposing yourself in front of others, reacting quickly and accepting that not everything will come out perfectly. If the environment conveys safety, the child takes risks. If it conveys judgement, they protect themselves by staying silent.
When English is used as a social tool — to make friends, collaborate in an activity or share a fun moment — it stops being something that is “assessed” and becomes something that is useful. And that change is decisive.
The block when speaking English in children and teenagers is not the same
Although the symptom may seem the same, the causes and needs change a lot depending on age.
In children (8–12 years old): safety and play
At this age, the child needs to feel safe. They learn better when English is integrated into play, in clear routines and in activities where there is no pressure to do it right. That's why English camps for children usually focus on dynamics where the language is experienced naturally and with emotional support.
When a child takes part in activities where language is used to play, create, move or solve small everyday challenges, they start speaking almost without realising it. They don’t analyse, don’t translate, don’t judge themselves. They simply use the language because it’s part of the moment.
The accompanying adult plays a key role: guiding, modelling the language and encouraging, but without constantly correcting or cutting off communication.
In teenagers (13–17 years old): identity and belonging
During adolescence, the fear of ridicule weighs much more. Speaking English in front of others can be experienced as a threat to their image within the group.
Here, the key is not so much play as belonging. When English is the natural language of the group they live with, the teenager starts to use it because they need it socially. This approach is especially relevant in English immersion camps for teenagers, where the language is a real part of the group’s social life.
In these contexts, the language stops being “something from school” and becomes part of their real life.
What parents can do to help (without forcing)
Many parents, with the best intentions, try to push their children to speak English. However, pressure usually has the opposite effect. Helping is more about creating favourable conditions than demanding results.
Create small and natural spaces for using English
There’s no need to impose long periods of English. Sometimes brief and regular moments are enough: a specific activity, a simple routine or a situation where the language has a practical purpose.
The important thing is that the child perceives English as something normal, not as an extra obligation.
Reduce correction and increase communication
Correcting every mistake hinders communication. It’s better to let the message flow and only correct what’s essential, in a natural way and without interrupting.
When the child feels that the important thing is to be understood, not to get it perfect, the barrier starts to come down.
Don’t turn English into a source of conflict
Comparisons, reproaches or expectations that are too high generate rejection. The language should not become a source of argument or an emotional burden.
The more relaxed the relationship with English is, the easier it will be for speaking to appear.
What kind of environment encourages them to start speaking English
After understanding the causes of blocking, the logical question is what a child or teenager needs to really start loosening up. The answer is not in more exercises or more corrections, but in the environment. That’s why it’s key to analyse how an environment is designed where English is truly the language of daily life, as in programmes based on real language immersion.
An adequate environment does not push you to speak, but invites you to do so naturally.
Real need to communicate in English
Speaking appears when English stops being optional. When the child needs the language to join in an activity, coordinate with others or solve an everyday situation, the brain prioritises communication over correctness.
For example, when they have to explain an idea to a peer from another country, organise a game or take part in a group project, speaking English stops being an academic challenge and becomes a practical need.
Real interaction with other children and teenagers
Speaking with adults is important, but speaking with peers is even more so. Interaction between children and teenagers creates spontaneous, real and emotionally meaningful situations.
In contexts where participants from different nationalities live together, English becomes the common language of the group. It's not spoken because “you have to”, but because it’s the only way to relate.
Adults who support without constantly translating
The adult's role is not to correct every sentence or translate everything that happens, but to support, model the language and create a sense of security.
When the adult sticks to English naturally and helps the child express themselves without automatically switching to Spanish, it reinforces the idea that English is a valid and sufficient tool for communication.
Continuity: English doesn’t disappear
Progress accelerates when English does not appear and disappear depending on the activity, but is present throughout the day. In informal conversations, during leisure time, in small everyday decisions.
That continuity reduces mental translation and makes it easier for the child to start responding automatically, even with simple phrases.
It's not lack of ability, it's lack of context
When a child or teenager understands English but does not dare to speak it, the problem is rarely their level. In most cases, they have not had the right environment to feel safe and use the language naturally.
Speaking English is not unlocked through pressure, but through positive experiences, real need for communication and meaningful relationships. When the context is right, confidence appears and the language starts to flow.
It's not about “knowing more English”, but about having the opportunity to experience it. If you want to delve deeper into what it really means to create an environment where the language is used naturally, you can also read what a true English language immersion is (and isn’t).
Frequently asked questions about the block when speaking English
Is it normal for a child to understand English but not speak it?
Yes. It is a very common situation and does not indicate lack of ability. Comprehension usually develops before oral expression.
At what age do children start speaking English more fluently?
It depends more on the environment than the age. With the right context, both children and teenagers can start speaking more fluently in a short time.
Does embarrassment when speaking English go away on its own over time?
Not always. If the environment does not change, the block may persist. What usually makes the difference is an experience where English is used naturally and without pressure.
Can forcing someone to speak English be counterproductive?
Yes. Excessive pressure can increase fear of making mistakes and reinforce the block. It is preferable to create situations where speaking makes sense.
How many hours of speaking are needed to notice changes?
It does not just depend on the hours, but on the quality of the context. A continuous, real environment usually generates changes sooner than isolated sessions.
Does it work the same in children as in teenagers?
The principle is the same, but motivations change. For children, security and play are key; for teenagers, group belonging and social identity.
Can speaking improve without going abroad?
Yes. As long as the environment is well designed and English is the real language of interaction, it is not essential to leave the country.
