This work presents a pathway through the foreign language teaching landscape and its learning outcomes, with a particular focus on the French language. We will start this study on the basis of a general approach, analysing the situation in Spain, and finally addressing, more specifically, the specific case presented by our Autonomous Community, Castile-Leon. During this process, we will unveil a number of supporting data, corresponding to various studies carried out in Europe, which highlight the predominant foreign languages in the field of education and the degree to which the stated objectives have been achieved. As professionals involved in the training of future teachers of French foreign languages, we have pointed out the need to draw up this work in which we consider reviewing the offer of education in foreign languages in Castile-Leon and the conditions in which it takes place, focusing on the French language and, more specifically, on the bilingual sections of French, taking into account its advantages and objectives, and the training needs of their teachers. On the basis of an analysis of the current situation, we will consider ways of improving the issue raised at the outset, based on the idea that a wide range of foreign languages is not only feasible but essential, and that the introduction of two foreign languages in the school curriculum should be mandatory and not optional. ABSTRACTReflections concerning the French language in Castilla y León: Bilingual sections and trainig of teachers of not linguistic disciplines (NLD) This study explores the panorama of foreign language teaching of and its learning outcomes, with a special emphasis on the French language. We will start by analysing the situation in our country, Spain, before moving on to tackle, more specifically, the particular case presented by our autonomous Community, Castilla y León. During this process, we will be disseminating different supporting data and information gathered from studies conducted in Europe that would raise the predominant foreign languages in the educational area and the reduction of attraction of specific objectives. As professionals in the education of future teams of French as a foreign language, we have felt the need to conduct this study in which we present a review of the educational offer in foreign languages in Castilla y León and of the conditions in which this Develops, focusing on the French language and more concretely on the French Bilingual sections, considering their advancements and aims, and the training needs of teachers. From the analysis of the current situation, we will reflect on the need to TRY to explain the question raised at the begging, starting from the idea that a wide offer of foreign languages is not only credible, but indispensable, and that the incorporation of two foreign languages in the school curriculum should be mandated, not optional.