The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha Nieto Moreno de Diezmas, Esther Content and Language Integrated Learning (CLIL) Learning to learn Metacognitive strategies Learning strategies Aprendizaje Integrado de Contenidos y Lengua (AICLE) Aprender a aprender Estrategias metacognitivas Estrategias de aprendizaje In this paper the influence of bilingual education on the acquisition of the key learning to learn competence is examined. To do so, bilingual (n = 1,966) and non-bilingual students (n= 14,713) of Castilla-La Mancha enrolled in the 2nd year of Compulsory Secondary Education took a series of tests designed to assess two dimensions of the competence of learning to learn: “metacognitive strategies”, made up of two learning standards related to metacognitive processes, and “learning strategies”, a dimension consisting of five standards connected to cognitive processes. Results showed bilingualism had a significant effect on the acquisition of the key competence of learning to learn. Este trabajo estudia la influencia de las enseñanzas bilingües en la adquisición de la competencia clave de aprender a aprender. Para ello, alumnos bilingües (n=1,966) y no bilingües (n=14.713) de 2ºESO de Castilla-La Mancha realizaron una serie de tests que han servido para evaluar dos dimensiones de la competencia en aprender a aprender: “estrategias metacognitivas”, compuesta por dos estándares de aprendizaje relacionados con procesos metacognitivos y “estrategias de aprendizaje”, dimensión desglosada en cinco estándares conectados con procesos cognitivos. Los resultados muestran un impacto significativo del bilingüismo en la adquisición de la competencia clave aprender a aprender. 2018-11-22T10:21:41Z 2018-11-22T10:21:41Z 2016-01 info:eu-repo/semantics/article Nieto Moreno de Diezmas, Esther. The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha. Porta Linguarum, 25: 21-34 (2016). [http://hdl.handle.net/10481/53886] 1697-7467 http://hdl.handle.net/10481/53886 10.30827/Digibug.53886 eng http://creativecommons.org/licenses/by-nc-nd/3.0/es/ info:eu-repo/semantics/openAccess Atribución-NoComercial-SinDerivadas 3.0 España Universidad de Granada