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 isitalicized.

1.Footballerandfootball 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.I dzܱ’t care lessandI 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.”

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

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

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

“Ugh! What I mean is that I dzܱ’t care less. Happy?”

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.Anticlockwiseand 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.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

You should use antibacterial soap in order to stop the spread of germs.Buying 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.Haveand take

Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea 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.Quite

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

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.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

9.Torchandflashlight

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.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

10.’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. ’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. ’t, when separated, becomes need not.

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

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

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

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.Some 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.Although each dialect from across the pond seems very different, they have far more similarities than differences.

More blogs from app

  • A group of children stood at a table with their teacher watching her write something down on paper

    Build success beyond the classroom: Critical thinking and assessment

    By Christina Cavage
    Reading time: 4 minutes

    There are some common myths related to critical thinking and assessment. Many people believe that it’s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn’t necessarily reflect your student’s ability to think critically.

    So, how can we measure how a student knows rather than just what they know?

    How to measure critical thinking

    Well, we first have to consider two types of assessment—formal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.

  • A group of young adults sat at a table in a library looking up towards a older woman

    Fostering critical thinking in the classroom

    By Christina Cavage

    Critical thinking is a term often thrown around the teacher’s lounge. You often hear, “Of course, teaching critical thinking is essential.” However, in that same space, we may also hear the question, “But how?”

    Teaching students to think critically involves helping them to develop a critical mindset. What exactly does that mean, and how can we do that?

    What does it mean to think critically?

    Critical thinking is a complex process that involves students reflecting, analyzing and evaluating ideas. Building a community of critical thinkers in our classrooms involves going beyond the cognitive domains and building the affective domains.

    The cognitive domain concerns subject knowledge and intellectual skills, whereas the affective domain involves emotional engagement with an idea or learning material.

    This deliberate teaching of critical thinking needs to be part of our teaching toolkit. We need to develop a mindset around it in and out of our classrooms.

    How can teachers develop a critical-thinking mindset?

    Consider all the questions we pose to students during our classes. Do we expect a yes or no answer, or have we established a classroom environment where students offer considered reasons for their responses?

    By following some guiding principles, we can get into the practice of naturally expecting deeper answers:

    1. Students need to engage in critical thinking tasks/activities at all levels.
    2. Teachers need to provide space/time in the classroom to build critical thinking learning opportunities.
    3. Practicing critical thinking must be incorporated throughout the course, increasing complexity as students improve their critical thinking ability.
    4. Students must be given opportunities to practice transferring critical thinking skills to other contexts.

    Activities to foster critical thinking in the classroom

    Activity/Strategy #1: Categorizing

    Provide a set of vocabulary terms or grammatical structures on the board (or pictures for true beginners). Ask your students to gather in pairs or small groups and have them categorize the list. Ask them to be creative and see how diverse the categories can be.

    Example:

    Desk, computer, pencil, stove, dishes, forks, novel, cookbook, sink, shelf

    • Made from trees: pencil, novel, cookbook, desk.
    • Made from metal: fork, stove, sink, etc.

    Activity/Strategy #2: What’s the problem?

    Provide students with a short reading or listening and have your students define a problem they read or hear.

    Tomas ran up the steps into Building A. The door was closed, but he opened it up. He was very late. He took his seat, feeling out of breath.

    • Determine why Tomas was late.
    • Underline verbs in the past tense.
    • Create a beginning or ending to the story.

    Activity/Strategy #3: Circles of possibility

    Present a problem or situation. Consider the problem presented in strategy #2 above: Ask the students to evaluate the situation from Tomas’ point of view, then, from the teacher’s point of view, and then from his classmate’s point of view.

    This activity generates many conversations, and even more critical thinking than you can imagine!

    Activity/Strategy #4: Draw connections

    Provide students with a list of topics or themes they have studied or are interested in. Place one in the center, and ask them to draw connections between each one.

    Afterward, they should explain their ideas. For example:

    “Energy and environment are affected by sports. Most sports do not harm the environment, but if you think about auto racing, it uses a lot of fuel. It can negatively impact the environment.”

    Activity/Strategy #5: What’s the rule?

    Play students an audio clip or provide them with a reading text. Draw students’ attention to a particular grammatical structure and ask them to deduce the rules.

    Activity/Strategy #5: Establishing context

    Show your class an image and put your students in small groups. Give each group a task. For example:

    The Jamestown settlement in the United States
    “A famous historic site is the Jamestown Settlement in Virginia. People from England were the first people to live in Jamestown. When did they arrive? They arrived in 1607. They built homes and other buildings. They looked for gold, silver and other materials. They sent the materials back to England. It was a hard life. Jamestown wasn’t a good place to settle. The winters were cold, and the settlers didn’t know how to protect themselves. After some time, they traded with the Native Americans, including tools for food. This helped the hungry settlers. Did many people die? Yes, many of the first settlers died. Later, more settlers arrived in Jamestown. It wasn’t easy, but in the end the settlement grew.”

    Ask questions like this:

    • If this were in a movie, what would the movie be about?
    • If this were an advertisement, what would it be advertising?
    • If this were a book, what would the book be about?

    There are many other wonderful strategies that can help build a classroom of critical thinkers. Getting your students accustomed to these types of tasks can increase their linguistic and affective competencies and critical thinking. In addition to these on-the-spot activities, consider building in project-based learning.

    How can you incorporate project-based learning into your classroom?

    Project-based learning often begins with a challenge or problem. Students explore and find answers over an extended period of time. These projects focus on building 21st Century Skills: Communication, Creativity, Collaboration, and Critical Thinking.

    They also represent what students are likely to encounter when they leave our English language classes.

    An example project

    Consider this project: Our cafeteria is outdated. It does not allow for food variety, or for guests to sit in groups of their desired size and activity level. Survey students who use the cafeteria. Follow up the survey with interviews. Determine how your group can reimagine the cafeteria. Prepare a proposal. Present your proposal.

    You can imagine the amount of language students will use working on this project, while, at the same time, building a critical mindset.

    Teaching critical thinking is all about building activities and strategies that become part of your teaching toolkit, and your students’ regular approach to problem-solving.

  • A young boy in a room full of books thining with his hand to his head, there is a lightbulb graphic above him

    Success beyond class: Critical thinking skills and academic english

    By Christina Cavage

    English for Academic Purposes (EAP) classes are designed to prepare students for higher education delivered in English. Students are expected to hold their own among a class full of fluent English speakers. So it’s essential that they have not only the language skills, but the academic and social skills that tertiary education demands today. And it’s up to teachers to ensure our students develop these skills – but that requires a balancing act.

    Many EAP courses lack the authenticity of the college classroom experience. Lectures are generally relatively short, only 5-10 minutes long. Reading is scaffolded, and the content is very structured, even overly structured. Then, our students move into their academic courses where they encounter two-hour lectures, 50+ pages of reading, and content that is far from scaffolded. So, how do we bridge these academic, linguistic and social gaps? Let’s look at some techniques to help students succeed in higher education.

    Bridging the linguistic gap

    Linguistics gaps may involve content-specific language, or the informal language students encounter when they work with other students, or the connotative and denotative meanings and contexts of a word. To bridge this gap, we need to build deep conceptual vocabulary knowledge. We don’t want students only to have label knowledge. Label knowledge allows students to pass a vocabulary text where matching or multiple choice is present. But that is not enough in an academic environment. Deep conceptual knowledge means truly knowing a word.

    So, what does it mean to know a word? Well, according to linguistics scholar Paul Nation, a student needs to know the following:

    • The spoken and written form
    • The parts of the word that have meaning
    • The word's forms and their meanings
    • The concepts and vocabulary associated with the word
    • The grammatical function, any collocations
    • The register and frequency of the word

    That is a whole lot!

    To build this extensive knowledge, we need to do so in an intentional manner. We need to build various activities that develop and foster critical thinking skills and engage students.

    Here is an example:

    “Hello! I am so glad to see so many of you at our special lecture today. Today, I am going to describe how a mixed community is planned and built. First, let’s look at what a mixed purpose community is, and then we will discuss the planning and building. As many of you know, a mixed purpose community is a neighborhood that includes residential spaces, business spaces, services and green spaces. How about the planning? First, when planning mixed purpose communities, architects, city planners and builders work together to plan where everything will be located. Because they want the community to be a fully walkable one, they need to think about how far homes are from schools, services and other businesses. Then, they carefully look at what kinds of businesses and services are needed. Next, they must design sidewalks so people can easily get to anywhere in the community, and not worry about car traffic. Today, planners are even looking at including bicycle paths, as more and more people are riding bicycles to work. Lastly, they need to consider the different types of residential space they will need. They build homes and apartments to attract all a wide variety of residents. These communities are becoming more and more popular, but planning them still takes time and a team of people.”

    The terms mixed and community are bolded. You can engage students with a simple noticing activity of how these words are used, the forms they take, the words around them, their collocations and the concepts associated with these words. An exercise like this will help students develop a deep understanding of these words. And that deep understanding will enable students to make connections and draw conclusions around these terms.

    Bridging the academic gap

    EAP students move from very scaffolded EAP courses to courses where they must listen and take notes for 50 minutes or read 50+ pages before class. Additionally, their professors often do not build background knowledge, or scaffold learning, as they expect students to enter their classrooms with this understanding. And this can create an academic gap.

    When it comes to bridging this gap, content can be the vehicle for instruction. Exposing students to the language of academic disciplines early on can build background knowledge, and be highly motivating for students who crave more than rote language instruction.

    Bringing the social gap

    When students enter their university courses they will be expected to work with peers, engage in group activities, negotiate, take turns and assert their own ideas into a dialogue. These social skills require language which needs to be developed and practiced in their EAP courses.
    You can do this by building instructional tasks and learning around developing and practicing critical thinking skills. Consider introducing project-based learning to your class. In project-based learning, students must work with their peers, learning how to prioritize, negotiate and assign responsibility. Bringing in these types of tasks and activities helps develop soft and critical thinking skills.