In the light on the new recent mobility - driven by ongoing and forced migration, resulting from political instability, and economic and social problems, many social efforts have been made in order to integrate these new arrivals and therefore ensure a social cohesion. Educationally, many conferences and seminars were held in order to help teachers promote a good learning atmosphere among the new arrival of learners who bring multiple languages and mobile experiences into the classroom. As far as language teaching is concerned, language teachers have been given a noble and a social, but huge, responsibility to help solving social problems. However, the question that may impose itself today is that do foreign language teachers take sufficient training programmes to meet the new needs and fulfill such roles? What teaching training programmes are being undertaken by foreign language teachers? It is argued that teachers’ roles have always been didactical – instructor, facilitator, integrator, designer, etc. However, based on the new responsibilities assigned to language teachers, their teaching training programmes should be reconsidered. Our main goal in this work is to stress the need for practical teaching training that suits the multilingual classrooms, in which the foreign language teacher does not act only as an instructor, but also as a social assistant whose responsibility is to help solving the social problems.