This research aims to investigate how schoolchildren in the context of immersion within the British National Curriculum, on one level relate and integrate first language and target language, and on another, express their preferences for certain methodological aspects. The qualitative profile of this work stands out for its heuristic and descriptive characteristic as the first cycle of a broader action research which aims to explore the degree of pluricultural competence development within the target group. The results are derived from the triangulation of data collected by two instruments, a questionnaire (for learners) and an interview (with an expert). The conclusions of this work express a fragmented and distant language stance and lead to a recommendation for a renewal of the didactic framework based on the preferences of the trainees, which will serve as a hypothesis in subsequent cycles.