The paper deals with the way of overcoming difficulties at school related to bi-lingualism and belonging of a child to a certain ethno-culture. A brief theoretical analysis of the problem is presented. The necessity of differentiated evaluation of bilingualism nature is justified. The author suggests taking into account psychological differences accounting for the difficulties children have at school. The conclusions are drawn on the basis of author’s empirical research and research literature analysis. Significant factors include cognitive ability and linguistic competence as well as the age, the kind of bilingualism, the degree of «involvement in other culture», and parent’s accultural strategy. Depending on the combination of these factors acculturation success of a child can be predicted. Taking it into account the author advises differentiate pedagogical strategies as well as kinds of psychological and intervention activities.