The article draws an analogy between teaching clinical medicine and, in particular, clinical thinking, as learning a foreign language. Unlike everyday language, professional language describes a special reality – the discursive space of a particular cultural practice. The set of concepts describing professional reality in medical knowledge is so rich that it can be compared with a full-fledged language. The richness of descriptions of body processes, the richness of their explanation through the introduction of categories from related areas – branches – of science, the interaction of reductionism and a holistic view, make the language of medicine stand out from professional languages. Syntax of concepts is the ability to cognize the subject of interest (disease, health) and influence it with a given goal. The need to work with the psychosomatic component of diseases and their prevention emphasizes the complexity of medical language. The article is not a detailed philosophical explication, but offers readers - professionals in medical education - to look at pedagogy, especially at the development of clinical thinking from the angle of language learning.