Resumen de Beliefs about learning curricular content in Spanish as a foreign language in university education

Aurora Biedma Torrecillas, María Pilar López García

• The teaching-learning of curricular content in a second or additional language is not a novelty in education systems. Some of the methodologies used are not always obtaining the expected results. The main objective of this study is to find out the prior learning beliefs of immersion university students who learn Spanish as a foreign language with Content and Language Integrated Learning (CLIL) methodology, and their subsequent impressions of this methodology. A quantitative study was carried out in order to analyse certain points of view of the students, using a questionnaire covering several aspects: the general idea of language and content learning; the differentiation between classes with language and content integration and those without; the relevance of adapting teaching materials to the level of foreign language proficiency and the learning process through CLIL.

  The results obtained help to visualise this form of teaching-learning and to highlight the need for proposals to improve its implementation.