In this article we will investigate the issue related to language education in Mixed Abilities Classes and we will introduce the state of the art in the research. Due to the nature of the volume we will briefly focus our attention on the international dimension. First of all, we will list some definitions and we will present the most important theories. Moreover, where possible, we will make some comparisons between the methodologies and the language education studies that have been conducted in different countries. Secondly, we will present some techniques and materials that have been used in different countries in second or foreign language classes in order to promote students’ different learning and emotional differences. Finally, we will compare what has been researched internationally in terms of Differentiated Abilities Classes (in Italian CAD), concept developed by the Venice language education school. The aim is that of reflecting on how to facilitate linguistic learning, in relation to the topic of managing differences in language education.