The article focuses on the current problem of changes in the language norm in the Italian language caused by both objective trends in the unification of languages in the era of information globalization and the subjective features of its formation and development. Italian is a Florentine dialect of the 14th century, “intertwined” in the works of the natives of Florence – Dante, Petrarch and Boccaccio. But this language was a written language; it was spoken by an extremely narrow group of educated people (no more than 3 % of the population). Founded in the 16th century, the Kruska Academy pursued a deliberate policy of rejecting new vocabulary and grammatical phenomena in order to preserve the purity of the language. This language was not a native but a learned language, since even in Florence the dialect deviated from the samples of the 14th century. The situation began to change after the unification of Italy in 1861. The State adopted an Italian language education program. The following factors played an important role: the appearance of the radio and the media in Italian, the education of children in school, maintenance of documentation and administrative activities in the official language, mass resettlement of residents of southern Italy to the northern regions and, most importantly, the advent of television in the 60s − 70s of the 20th century. Italian became an oral, native, spoken and popular language, and, accordingly, subjected to change. But grammars and textbooks designed to preserve the language norm are slow to respond to these changes. Students notice discrepancies in what they study as a linguistic norm, and what they hear and read in modern texts, which lead them to reasonable uncertainty and doubts. The collected corpus of materials contains examples of grammatical and lexical fluctuations. The changes in the language norm are analyzed and recommendations are given to students and teachers of the Italian language regarding these phenomena.