One of the difficult aspect of learning and teaching mathematics is that it is in part akin to learning or teaching a new language. Words are used with precise technical meanings that are often divorced from their colloquial, everday uses. A simple, commonly problematic example is the word "sphere", that a mathematician uses to mean the surface of a perfectly round object, but which is used by many as a synonym for the solid that the mathematician calls a "ball". An example that vexes students of linear algebra is the use of "vector" to refer to an element of an abstract vector space, for example a space of polynomials or matrices.
My sense is that this issue is best addressed openly and explicitly, by explaining to students that the mathematical use of whatever terminology is in play, although perhaps partly motivated by some (perhaps long ago) colloquial use, is different from the colloquial use, and has a particular meaning specific to the context of its mathematical use. So, in a mathematical context, a mathematician would speak of a maximum admissible speed, or an absolute bound on the speed of a moving object, reserving the word "limit" for reference to a particular mathematical construct.
At early stages of learning this problem is sometimes even more pronounced because the distinction between mathematical speech and colloquial speech is emphasized less, or sometimes intentionally set aside. When an algebraic geometer speaks of "perverse sheaves" there is not much danger of thinking degenerate thoughts about agricultural products, but when a function is defined to be convex if its graph lies below its secant lines and the student is also learning about convex and concave lenses in physics, there is a lot of potential for confusion, particularly if no one points out to the student that the words convex and concave as used technically by mathematicians and physicists are not exact synonyms, at least not without some additional clarification.