Lesser-known differences between British and American English

Heath Pulliam
A group of friends sat outside smiling and talking
Reading time: 5 minutes

Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

Note: British English is underlined and American English isÌýitalicized.

1.ÌýFootballerÌýandÌýfootball player

Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

2.ÌýI ³¦´Ç³Ü±ô»å²Ô’t care lessÌýandÌýI could care less

The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

“I could care less about who Harry Styles is dating right now.â€

“Oh, I didn’t know you were interested in tabloid news.â€

“I’m not! I just said I didn’t care about it.â€

“No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.â€

“Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô’t care less. Happy?â€

3. American simplification

Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

4. Courgette and zucchini

The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

5.ÌýAnticlockwiseÌýand counterclockwise

These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.ÌýThe prefixesÌýanti- andÌýcounter- mean similar things.ÌýAnti- means against, andÌýcounter- means contrary or opposite to.

You should use antibacterial soap in order to stop the spread of germs.ÌýBuying cheap clothes that only last you a few months is counterproductive in the long term.

Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

6.ÌýHaveÌýand take

Have and take are used often before nouns like shower, break, bath, rest and nap.ÌýIn the U.S., peopleÌýtakeÌýshowers andÌýtakeÌýnaps, while in the U.K., peopleÌýhaveÌýshowers andÌýhaveÌýnaps. Another example of this is how AmericansÌýtakeÌýa swim and BritsÌýhaveÌýa swim. These are called delexical verbs and we use them all the time in English, both British and American.

Although often different, both groups of English speakers have arguments, make decisions and take breaks.

7.ÌýQuite

This word is spelled the same in both American and British English, but means something different. In the U.S.,ÌýquiteÌýis typically used as an intensifier, like the wordÌývery.ÌýIn the U.K., it’s normally used as a mitigator, like the wordÌýsomewhat.

It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

American English: That Mexican food we had yesterday was quite spicy.

Translation: That Mexican food we had yesterday was very spicy.

In British English, quite means something more on the lines of kind of, or a bit.

British English: Thank you for the meal, it was quite good.

Translation: Thank you for the meal, it was somewhat good.

8. Clothing differences

The category of clothes is one of the richest, with differences between the two English variants.ÌýHow about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

Brits call themÌýtracksuit bottomsÌýand Americans call themÌýsweatpants. What about a lightweight jacket that protects from wind and rain?ÌýBrits might call this anÌýanorakÌý(derived from the Greenlandic word), but Americans would call it aÌýwindbreaker. Both variants also useÌýraincoatÌýfor this article of clothing.

9.ÌýTorchÌýandÌýflashlight

As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

To Americans, a torch is a piece of wood with the end lit on fire for light.ÌýWhat Brits are referring to when they use the wordÌýtorchÌýis aÌýflashlight (AmE), a small, battery-run electric lamp.

10.Ìý±·±ð±ð»å²Ô’t and don’t need to

Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô’t, however, is one that I don’t think I’ve ever heard another American say.

In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô’t, when separated, becomes need not.

British English: “You needn’t come until Tuesday night.â€

Americans would say the relatively simpler don’t need to.

American English: “You don’t need to come until Tuesday night.â€

Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

Conclusion

There are hundreds of differences between British and American dialects, we’re only scratching the surface here.ÌýSome of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

Some people would even say that Brits speak English while Americans speak American.ÌýAlthough each dialect from across the pond seems very different, they have far more similarities than differences.

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    Mindfulness for teachers: managing expectations over the holidays

    By Amy Malloy

    Mindfulness and your routine

    In the run-up to the holidays, it is common to feel like your routine has completely broken down, especially when you’re not giving classes or working at school. The holidays also often bring with them lots of people, family, and excitement. That sometimes means we also experience fluctuating emotions, stress and the feeling that everything should be perfect.

    On top of this, shops and social media are filled with advertising – and there’s definitely more ‘stuff’ to buy. In addition, we can see messages telling us we need to feel ‘merry’ and ‘bright’ wherever we look. Even the popular greeting, ‘Merry Christmas’, can sometimes feel less of a greeting and more of an instruction.

    Sometimes it feels like the people around us expect us to always feel happy and joyful over the holiday season. This is fine if we do feel merry, but we will always have ups and downs. If you don’t feel happy, for whatever reason, it can feel even harder than it might at times where there is less expectation all around us.

    Overcoming the challenge

    Finding a way to introduce mindfulness into the holiday season can be a wonderful way for us to understand our emotions at this time of year. It will help you think about your expectations and let you find a moment to pause to accept whatever the reality actually is.

    Here are some quick and easy ways to find some ‘you’ time and keep checking in with how you’re feeling. These are also tips you can try with children in the classroom and for yourself at home to keep yourself on track.

    3-minute body scan

    Find a quiet moment. This may be in the few minutes after you wake up or go to bed, during break time, or even at the start of a lesson.

    • Notice the contact of your feet with the floor. Notice the sounds around you in the room.
    • Take three deep breaths and notice how they feel.
    • Scan down the body in your mind from the top of your head all the way down to your toes. Observe what you notice about your body with an air of curiosity – look for any tension, discomfort or comfort. Also, notice if there are any expectations you have of that day or moment. See if you can simply notice them and set them aside. This curiosity helps us stay detached from what we notice so we can just observe.
    • Take three more deep breaths, and carry on.

    2-minute notebook

    Writing something down can be a wonderfully mindful exercise. Have a stack of post-its or a little notebook on your desk or bedside table. You could encourage your students to do the same.

    1. Pick a point in your day. It could be at the start of each day, the start of each lesson, or just before bed. Each day, at that time, take a moment to write down three:

    • good things that have happened in your day
    • things that felt challenging
    • things you feel grateful and thankful for.

    2. Review your notes every now and again during the holiday period. This will give you a sense of your shifts of mood and energy that might have occurred.

    Noticing something you feel grateful for has been shown to .

    1-minute cupboard pause

    When things feel over-stimulating, find a quiet space just for a minute. Even if it’s in a cupboard!

    STOP: notice the contact of your feet with the floor.
    BREATHE: take ten deep breaths, breathing in for a count of four and out for a count of six.
    WATCH: watch each breath coming and going from the nose or chest or belly. Observe what your thoughts and feelings are doing. Allow them to sit without needing to respond.

    Then head back into the area you were in.

    I hope these tips help you to navigate the festive season without expectation and with curiosity for what each moment holds along the way.

    Remember that the holiday days you celebrate are really just normal days. It’s simply that expectations have changed, and what’s more, everyone’s expectations will be different.

    Simply taking time to notice this can make a massive difference to the pressure we put on ourselves. Releasing this pressure can even lead to more enjoyment overall – so why don’t you try it and see?

  • Two young people looking over phone together in a room with large wooden cabinets

    Teaching teens: 3 ways to embrace mobile phones in class

    By ÃÛÌÒapp Languages

    Teaching teenagers can be a rewarding yet challenging experience.

    When planning classes, we need to consider the environment in which the students are growing up. Most of our teenage students do not know a life without the internet, instant messaging or Google.

    Commonly referred to as Ìý(or Gen Z), they are the most tech-savvy generation to date; this should be reflected in how we teach them.

    However, not all of us have access to computer labs, interactive whiteboards or class tablets. But there is something that many of our teens bring to class in their pockets and bags every day.

    You’ve guessed it - a phone.

    By bringing students’ phones into your classes, you can bridge the technology gap between the learners and the curriculum, keep them engaged for longer and make them feel more empowered at the same time.

    Here are four low-tech activities that use phones in class.

    1. Review target language with your very own quizzes

    Activity requirements: one phone per student (or group of students) and a pre-made quiz.

    is an app designed to help you create quizzes online, which can be a fun, engaging way to challenge your learners in the classroom.

    Quizzes are an ideal activity to use at the start of a class to recycle previous vocabulary or to pre-teach new language.

    For example, you could choose 10 British English phrases or idioms. Write a series of four possible definitions for each word, phrase, or idiom (with only one correct answer).

    In class, ask your students to take out their phones, find the app, and link to the quiz.

    Tell the students that they must vote for the definition they think is correct. They can keep track of their scores directly on the app while competing with their friends.

    Not only will it immediately engage your learners and help them interact with what’s being learned, but they’ll also have a lot of fun.

    2. Become expert translators using Google Translate

    Activity requirements: a phone with the Google Translate app installed and a pen and paper per pair.

    Did you know Google Translate has a feature where you can ? This is a perfect tool for text that you might find on a poster, in a book or uses an alphabet which you are unfamiliar with.

    Bring in samples of different languages to class – the more complex, the better. If you don’t have anything suitable at home, find something online and print it out.

    Get one student to take a photo of the text using the app and with their finger, select the section of the text they’d like to translate from the original language to English. (Note: if you download the Google Translate language file to your phone, it will translate everything automatically).

    Then, have them dictate what it says to their partner, who has to write it down.

    Finally, they work together to improve the English translation. After all, everyone knows Google’s English isn’t perfect (not yet, anyway).

    3. Take photos outside the classroom to use in class

    Activity requirements: a mobile phone with a camera per student.

    Do your students love taking photos? Tap into their love of photography and make activities more exciting by incorporating the photos on their phones into your classes.

    Adapt speaking activities from common exams such as the B2 Cambridge First. Instead of using the pictures in the book, put the students in pairs and get them each to choose a more relevant photo from their phones. You may find they have more to say and will communicate naturally while still practicing the necessary language and skills required in the exam.

    Another idea is to get students to take photos of things they encounter in English in the street. This could be on a sign outside a restaurant or in their favorite clothing shop. Use these photos to start the next class with a discussion about where they saw it, what it means and if the English is correct.

    You could also nominate one student each week to bring a photo they took that weekend. Share it with the class and get everyone to write Instagram captions. You wouldn’t believe how many already do this in English, so why not help them?

    Keeping your teens on task with mobile tech

    If you are worried about the misuse of mobile devices in your class – don’t be! Here are our top three strategies to help avoid students getting distracted:

    • Create a class contract. At the start of the course speak to them about when it is acceptable (e.g. during one of the activities above or to check the meaning of a new word on ) or not (e.g. during an exam or when you are explaining something) to use their phones. Then have someone write down everything you’ve talked about, get the whole class to sign it and stick it to the wall where everyone can see.
    • Give them a tech break. Halfway through the class, allow students 60 seconds to check their notifications to relieve their anxiety.
    • Reward good use. If you see they’ve been using their phones appropriately, reward them by playing their favorite game. The more you punish or tell them not to do something, the more they’ll want to do it.
  • A diverse group of people standing together in a group

    The importance of gender equality within learner content

    By Richard Cleeve

    Gender equality in the publishing industry

    The impact of any learning material goes far beyond its subject matter and pedagogical objectives. Everything included, from the choice of language, to the imagery, to the text and front covers, has the potential to reinforce stereotypes unintentionally. This can shape a learner’s sense of self and others around them and affect how they feel and behave in a social setting.

    A wealth of evidence suggests that early gender bias influences future inequality. It can affect career aspirations, influence the choice of school subjects and ultimately contribute to gender disparity as children grow into adults.ÌýThis is a challenge for all sectors and industries across society. Guidelines have been developed for ÃÛÌÒapp to ensure that our materials are gender equal and showcase positive female role models.

    The guidelines are broken down into three different areas surrounding gender equality:

    1. The representation of people and characters in content

    The guidelines help to ensure that women are represented equally to men in our learning and teaching materials. This includes ensuring that women's representation does not reinforce negative stereotypes. For example, content that shows women as single parents can also present them as single parents and workers. The idea is to .

    Another common example is with regards to science materials.

    Often, when students are asked to describe a famous scientist, they describe a character similar to Albert Einstein with white hair and a white coat. Female scientists are often overlooked in this respect, and historically, they have not been given as much attention as their male counterparts.

    This type of unconscious bias is something the guidelines aim to help change. Our goal is to represent both women and men from various backgrounds across all subjects. For example, some content shows women in traditionally male roles, such as pilots, engineers and soldiers. The objective is to highlight that .

    Another issue is the objectification of women. Often, women are presented as not having agency or purpose, and too much focus is placed on their appearance, rather than their intentions, behavior and aspirations. The new guidelines set out to change this.

    2. The use of language

    Our language is gendered and therefore steeped in stereotyping. We aim to promote the use of terminology that is non-gendered. For example, using ‘police officer’, ‘firefighter’ and ‘maintenance worker’ instead of ‘policeman’, ‘fireman’ and ‘handyman’. Although this is a small change, it contributes to removing the unconscious bias surrounding jobs and professions.

    Adjectives can also play a role in perpetuating gender inequality. We often associate particular adjectives with genders. For example, words like ‘hysterical’, ‘shrill’, or ‘frumpy’ are typically used for women. Whereas men can be described as ‘assertive’, women are more likely to be seen as ‘bossy’.

    Furthermore, parallel language is something that needs to be looked at. Words like ‘girls and boys’ can be replaced with ‘students’. In this way, the guidelines are here to ensure that there is no gendering within materials. This will influence gender equality among our users.

    3. Referencing third-party content

    Another key issue involved in the material is the referencing of third-party content. For example, stories based on classic fairy tales are often used to represent certain points, and these typically show the strong male hero saving the weak female damsel in distress.

    Although these are stories that our society has grown up with, they could be more helpful in offering a gender-balanced view of society. ÃÛÌÒapp’s guidelines are in place to ensure that students see women and men as equals throughout the materials.

    What can teachers do to help in the classroom?

    To help fight against gender inequality, teachers can think about incorporating more female stories and role models into their lessons. For example, rather than simply focusing on Issac Newton or Albert Einstein in science class.

    At a management level, schools can be more aware of what materials they are choosing to bring in, assessing whether the content is balanced, before accepting it. These simple actions can help our learners grow up with a more balanced view of gender.