The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors’ experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a ‘perfect’ command of the studied languages, without considering students’ needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.