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.

More blogs from ÃÛÌÒapp

  • A group of children looking engaged on a task whist their teacher is sat near them

    3 opportunities for using mediation with young learners

    By Tim Goodier

    Mediation in the CEFR

    The addition of ‘can do’ descriptors for mediation in the CEFR Companion Volume is certainly generating a lot of discussion. The CEFR levels A1 to C2 are a reference point to organise learning, teaching and assessment, and they are used in primary and secondary programs worldwide. Teachers of young learners aligning their courses to the CEFR may wonder if they should therefore be ‘teaching’ mediation as a standard to follow. Is this really the case? And what might ‘teaching’ mediation mean?

    This short answer is that this is not the case – the CEFR is a reference work, not a curriculum. So the ‘can do’ statements for each level are an optional resource to use selectively as we see fit. This is particularly true for young learners, where ‘can do’ statements may be selected, adapted and simplified in a way that is accessible and meaningful to them. This approach is demonstrated in the many European Language Portfolios (ELPs) for young learners that were validated by the Council of Europe following the launch of the CEFR and ELP. 

    So let’s recap what is meant by mediation in the CEFR. The new scales deal with three main areas:  

    • Mediating a text: taking things you have understood and communicating them in your own words to help others understand.Ìý
    • Mediating concepts: collaborating with others to talk through ideas and solutions and reach new conclusions. Ìý
    • Mediating communication: supporting the acceptance of different cultural viewpoints.

    Focusing on mediation with young learners

    Mediation activities may involve aspects of cognitive demand, general social competencies and literacy development that are too challenging for a given target age group or level. These factors need to be carefully considered when designing tasks. However, with the proper guidance it is possible that young learners can engage in mediation activities in a simple way appropriate to age, ability and context. of the potential relevance of the new descriptors to age groups 7 to 10 and 11 to 15.

    Opportunities for mediation in the young learner classroom

    It’s fair to say that opportunities for mediation activities already regularly occur in the communicative young learner classroom. These can be identified and enhanced if we want to develop this area.  

    1. Collaboration 

    Many young learner courses adopt an enquiry-based learning approach, guiding learners to collaborate on tasks and reach conclusions through creative thinking. The CEFR provides ‘can do’ statements for collaborating in a group starting at A1: Ìý

    • Can invite others’ contributions to very simple tasks using short, simple phrases.Ìý
    • Can indicate that he/she understands and ask whether others understand.Ìý
    • Can express an idea with very simple words and ask what others think.

    Young learners at this level can build a basic repertoire of simple ‘collaborative behaviors’ with keywords and phrases connected to visual prompts e.g. posters. A routine can be set up before pair and share tasks to practice short phrases for asking what someone thinks, showing understanding, or saying you don’t understand. This can also include paralanguage, modeled by the teacher, for showing interest and offering someone else the turn to speak. 

    It is important for young learners to be clear about what is expected of them and what will happen next, so such routines can effectively scaffold collaborative enquiry-based learning tasks. 

    2. Communication 

    ‘Can do’ statements for mediating communication, such as facilitating pluricultural space, can orient objectives for learners themselves to foster understanding between different cultures. Again young learners can develop their behaviors for welcoming, listening and indicating understanding with the help of visual prompts, stories and role-model characters.

    3. Discussion of texts  

    Young learners also spend a lot of time mediating texts because they enjoy talking about stories they have listened to, watched or read. Although there is only one statement for expressing a personal response to creative texts at A1: ‘Can use simple words and phrases to say how a work made him/her feel’, this can inspire a more conscious focus on classroom phases to talk about responses to texts and stories, and equipping learners with keywords and phrases to express their reactions. In this way, as they progress towards A2 young learners can develop the confidence to talk about different aspects of the story in their own words, such as characters and their feelings. 

    Moving forward

    Clearly, it is not obligatory to focus on mediation activities with young learners – but the ‘can do’ statements are an interesting area to consider and reflect upon. There are some obvious parallels between mediation activities and 21st century skills or soft communication skills, and the CEFR ‘can do’ statements can help formulate manageable communicative learning objectives in this area. This, in turn, can inspire and orient classroom routines and tasks which prepare learners to be active communicators and social agents in the target language, developing their confidence to engage in mediation tasks as a feature of their lifelong learning pathways.