Variation in the use of terminology in the field of ELT can make dialogue difficult, if not impossible, with significant implications for sharing knowledge, structuring language provision, and, ultimately, teaching practices. Furthermore, such variation has the potential to influence negatively the perceptions of stakeholders both within and outside of the field, for it can convey a sense of disparateness and disunity that can seriously undermine the ability of ELT professionals to appear credible, to influence, and to pursue their work effectively. This is particularly true of terminology closely associated with the teaching of English within tertiary settings. This article looks at six terms, differentiating them and reflecting on their scope and areas of overlap.