Arabic vs English Chess Coaching: How My Teaching Naturally Changes

First, some chess terms don’t translate cleanly.

In English, students are used to hearing words like initiative, tempo, and structural weaknesses. These terms feel natural to them.
In Arabic, the same words can sound heavy or formal, so I usually explain them through meaning instead of direct translation. For example, “initiative” makes immediate sense in English.
In Arabic, I explain it as
“انت اللي ماسك زمام اللعب وانت اللي بتسوق المباراة لقدام”
and suddenly the idea becomes clear. The same thing happens with concepts like positional advantage. I don’t translate the phrase literally; I explain it through examples and patterns so it feels intuitive.

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The style of explanation also changes from one language to the other.

In English, lessons usually move faster because the terminology is straightforward. I might say, “Your rook is passive because it has no open files,” and the student understands right away.
In Arabic, the explanation becomes more visual, more connected to everyday logic:
“ القلعة هنا متكتفة ، مفيش ولا عمود مفتوح بالتالي مفيش مساحة تتحرك فيها، فلازم نفتح لها عمود عشان تشارك في المباراة.”
Both ways work. They just reach the brain through different paths.

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Thinking style changes how I teach

English-speaking students tend to verbalise their thoughts directly, saying things like, “I played Nd2 to control e4, but I wasn’t sure if it was too slow.”
Arabic-speaking students often show the idea through moves, then explain. With them, I guide the thought process through questions like:
“بالنقلة دي كنت عايز تحقق إيه؟ تهدد إيه؟ أو تحسن إيه؟”
The method changes, but the goal is always the same: understanding how the student thinks and helping them to be aware of it.

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Even the pace of the lesson shifts depending on the language.

This is something I noticed without planning it. In English, students usually wait until I finish explaining before asking questions, so the session has a smoother, continuous flow.
In Arabic, students think out loud and jump in with questions the moment something catches their attention. It becomes more interactive but also more stop-and-go. This creates two different rhythms for the same topic.
In English, I explain the idea, show the example, and then take questions. In Arabic, the discussion usually happens during the example itself. By the end of the discussion, I let the student figure out the idea on their own and outline it for me. Sometimes they even enjoy explaining it back. What matters most is that they walk away with the key concept clearly understood, whether it comes in my words or theirs.

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The teaching tools adapt automatically

In English, the session becomes more verbal and terminology-based. In Arabic, the session relies more on arrows, shapes, metaphors, and step-by-step logic rather than big technical words.
Both styles are equally effective; each one is simply adjusted to how the student absorbs information.

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Teaching in two languages taught me something valuable. Chess concepts are universal, but the way you deliver them isn’t. When the language, age, and culture change, the teaching style naturally adjusts—not to simplify anything, but to make the ideas match the student’s way of thinking. And for me, that’s one of the most enjoyable and fascinating parts of being a coach.