Аннотация: This article is devoted to the problem of the occurrences of structural-semantic interferences in the context of parallel teaching of foreign languages at higher educational institutions and aims to raise general awareness of newly-qualified non-native tutors in order to decrease the influence of interferences in a classroom. The article suggests varied ways of reaching this objective by offering a brief theoretical review of the basic reasons of the appearance of interlinguistic interferences for the Russian-speaking audience and varied practical solutions for the teachers of English as a first foreign language and Spanish as a second foreign language to Russian-speaking audience at higher educational institutions, employing modern teaching methods such as exploiting a wide range of tongue twisters to correct learners’ pronunciation and different ways of presenting the idea of grammatical gender in English and Spanish in order to avoid this type of grammatical interference, as well as varied internet recourses which come in handy when one starts to create activities for practising language and structures in order to meet the modern students’ academic demand. Phonetic, structural and semantic interferences are tackled from the perspective of communicative language teaching used by the most prominent specialists all over the world, and the process of preventing the appearance of those interferences rather than overcoming them later is promoted by this research paper.