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.

Read our posts 'Understanding dialects in the English language' and 'What are the most spoken languages in the world?'

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    Preparing for the PEIC YL oral test

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    Younger learners may find speaking in English comes easily to them, more so than reading and writing. However, they need to be well-prepared and familiar with what they have to do in order to be successful in an exam. Let’s look at a few ways we can prepare our students for the International Certificate Young Learners (PEIC YL) oral test and have fun along the way!

    The test

    The PEIC YL oral test includes two speaking tasks that have an emphasis on real-life communication. Throughout the four levels, the format of the speaking tasks remains the same, with questions and topics suitable for each level and age group.

    Learners take the oral test in groups of five, with one examiner, who gives instructions and assesses the learners.

    • The first speaking task consists of a question and answer activity played as a board game. In their group of five, students take turns to throw a dice and move around the board/cards. When they land on a square, they read out a question which they should direct at another student, who then responds. Each question has a corresponding picture, which helps scaffold the task and give clues to what the question means.
    • In the second task, each student gives a short talk about a topic. Students take turns to pick a topic card and then talk about the topic for one minute. The other students in the group then ask questions related to the topic.

    For both parts of the test students are assessed on their vocabulary, grammar, and pronunciation.

    Classroom activities

    There are lots of ways in which you can prepare your learners for the test in class. The game-like format of the speaking test makes practicing the tasks an ideal end-of-lesson activity. Here are a few ideas:

    Play board games

    Playing board games will allow learners to get used to the functional language they will need to play games, e.g. "It’s your turn" / "Where’s the dice?".

    It will also give them plenty of practice in counting the squares in English, which they are expected to do in the test. You can use traditional board games designed for English language learners or make your own.

    Include questions on familiar topics such as family, clothes, or vacations.

    Make collaborative board games

    Young learners love to make things so why not have them make their own board games and cards? Put students in groups to make a board game for the other groups to play. You can provide a board template, have them write questions, and draw pictures in the squares.

    Make sure you have students write a rough draft of their questions first so that you can check for any errors. It can be helpful to write example questions and prompts on the board as a guide, e.g. 'What (sports) do you play at school?' 'How often do you …?'. Depending on the level, students will need to include questions in a variety of present/past/future tenses.

    Use student pictures

    To prepare for the short talk, give students plenty of practice at speaking for one minute. One way of making this more engaging is by having the students choose their own topics by talking about pictures they have drawn or taken.

    If students have mobile phones, you can ask them to choose a photo from the gallery and discuss it with a partner. If mobile phones are not an option, have them bring in some photos from home. These could be pictures taken on vacation, birthday parties, or at other celebrations.Ìý

    You could also write a list of topics on the board, have each student choose one, and draw a picture to illustrate it.

    Tips

    • Make sure students are used to playing board games and know rules and functional language.
    • Practice turn taking and asking/answering questions regularly.
    • Encourage students to listen carefully to questions and to read them thoroughly, paying attention to the verb forms used. They should aim to use the same verb form in their answer.
    • Give learners practice speaking in one-minute turns.
    • Use your course book unit topic to include similar speaking tasks in lessons.
    • Make a set of laminated picture cards for students to practice both parts of the test.
    • Write questions and topics on popsicle sticks or cards for fast finishers.

    The key to good test preparation is to make it a part of your regular lessons, rather than something you do in just the weeks before the test. The more familiar your students are with the tasks, the more relaxed they will be on the day of the test.

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    In this post, we will look at why testing from home is a good option and explore the rules and requirements for the online ÃÛÌÒapp English International Certificate.

    5 benefits of remote language testing

    1. Flexibility to take the test anywhere

    One of the great things about taking the online International Certificate is that test-takers can do it from any private location with a reliable internet connection.

    While we offer the option to take the test in one of our authorized computer-based testing centers, we now also offer testing from home with the . Both delivery methods are backed by the same level of robust security, meaning International Certificate test results can be equally trusted regardless of where the test was taken.

    2. Fits into learners’ schedules

    The online International Certificate allows test-takers to schedule their 2-hour test at a time that fits into their timetable and is not restricted by location. This means that they don’t have to take time off work or education to take the test, or suffer the additional stress or inconvenience this can cause to their lives.

    Using just one system and one log-in, they register for the test, schedule it for whenever suits them and then, when the time comes, sign in to gain access to the online proctoring system.

    3. Easy-to-use testing platform

    The International Certificate is available through , the online assessment portal that brings teachers, test-takers and tests together in a single, user-friendly space.

    Test Hub is extremely straightforward to use for scheduling, taking tests and accessing results – while also delivering powerful, data-rich insights into test performance for both teachers and test-takers.

    Furthermore, we have clear resources showing new users how to navigate the platform, as well as online videos on to help learners familiarize themselves with the online International Certificate format.

    Also available through Test Hub is the Readiness Test, which predicts readiness to pass the International Certificate, as well as the Level and Benchmark Tests – assessments that teachers find invaluable for placing new students in the right class and tracking their progress to proficiency.

    4. Quicker to mark and issue results

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    Governments trust ÃÛÌÒapp’s world-leading scoring technology, businesses and universities globally and is powered by the expert input of thousands of skilled, experienced English teachers. Since 2022, the online International Certificate has been scored entirely using this system, bringing the score turnaround time to under 2 weeks – a fraction of the time taken to score the paper-based test.

    5. Accessible to all

    Running an assessment online means that many people from around the world can access it. So, this will allow people in some of the world's most remote areas to get a recognized English certificate and change their lives, as long as they meet the following requirements.

    ÃÛÌÒapp English International Certificate requirements

    There are a that test-takers need to be aware of when taking the exam from home. These include:

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    • a headsetÌý- Test-takers need a wired headset to take the test, rather than a Bluetooth one. This needs to include a microphone. Make sure it is of good sound quality so that tasks can be completed effectively.
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    The International Certificate testing rules

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    Teaching teens: 3 ways to embrace mobile phones in class

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    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.

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    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.