The intensification of the sphere of the study of critical thinking based on formal logical principles, found in the works of modern researchers, actualizes the appeal to the topic of logical analysis of language. The program settings of the course «Logic and critical Thinking» are focused on the thorough immersion of participants in the acute issues of the use of natural language. The purpose of this article is to reflect on the subjects of ambiguity in language and the operational tasks of pedagogical practice in critical thinking that arise in this regard. Understanding the experience of implementing an educational project is aimed at outlining the logical foundations of critical skills built through the prism of students’ reflexive vision. The framework of language and thinking problems is evaluated through ranking of course positions illustrating the possibilities of developing critical thinking through comprehension of language forms. The registered ambiguity is shown taking into account the requirements of the verbal or situational context in the application of the concept. The analysis of texts carried out in a practical lesson leads to the understanding of ambiguity as a linguistic norm that requires acceptance and appropriate cognitive support. The achievement of students becomes a competent vision of the content of the problem of ambiguity, characterizing critical judgment abilities in handling information. Attention is focused on the fact of terminological ambiguity, which implies the identification of clear meanings and deepening into the processes of cognition as such. The conclusion is made about the need for methodical development of the problem of ambiguity in language, since the focus on the subtleties of intellectual and speech mechanisms contributes to the formation of critical skills of project participants.