Problems in Collaboration between Multilingual Children with Teachers in the Italian Republic

The relevance of the research is due to scientists' attention to studying various areas of bilingualism in the field of the Humanities in accordance with the trends of social and linguistic policy of the world community, defining it as essential multilingualism representation in education and intercultural communication. The lack of teachers' competence concerning interaction with bilingual children and their parents, as well as the parents themselves, creates a lot of complex contradictions: the teacher's lack of preparedness for learning and cooperating with a bilingual student and his family, the lack of specialists in schools for psychological and pedagogic support and assistance towards a bilingual child.In this regard, the article is aimed at revealing bilingualism, being a multidimensional phenomenon having not only a proper linguistic nature, but also social determinism and conditionality of cultural, social and psychological facets. These circumstances significantly change the educational environment of any educational institution in the context of integration of a particular country, in our case, Italy (the region of Sicily) into the information and cultural space. Methodological basis represented by the ideas of anthropological, cultural, psycholinguistic, competence-based and system approaches, the concept of professional development of a specialist, involving the method of reflexive analysis and synthesis of problems. The article reveals the possibility of developing a new social-and-cultural as well as linguistic model of bilingual school students' development using innovative teaching methods. The research materials provide important information in the field of modern linguistic education and the developing humanistic pedagogical systems variability