Researchers claim that a rise in the language of learning has led to education being seen as a commodity and the learner as a customer, leading to a market model in FE. To ascertain the impact the language of learning has had upon practitioners' understanding of education, their practice and their professional identities, semi-structured interviews were carried out. A total of 12 practitioners with differing levels of experience in the FE sector across the north of England were interviewed. Thematic analysis and coding of responses revealed the presence of two additional languages, one related to a therapeutic ethos and the other connected to aspects of the market model. Both these and the language of learning were inter-relational in nature, apparently legitimising and reinforcing each other and defining and valuing what can be done. The languages appeared to be creating a blinkered view of life, one stripped of complexity, leading to a simplistic, reductionist and instrumental perspective. This perspective is in conflict with the complex concepts and theories used in teacher training, so much so that it appeared such concepts quickly became forgotten as they had no apparent purpose or relevance within the actual practice--a practice that is defined by these languages.