This article examines how pre-service primary school teachers use school-related labels and educational terms in the context of language education, multilingualism, and inclusion. It aims to identify key patterns of term usage and their relevance for professional reflection in teacher training. Therefore, a cross-sectional study in teacher education is presented, which adopts a qualitative content analysis approach to examine student teachers’ conceptual practices. The study builds on current research that critically analyses how heterogeneity is linguistically framed in educational contexts.