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This article explores language ideologies underlying two language programs implemented in one secondary school in Madrid (Spain). The Spanish for newcomers immersion program (Aula de Enlace) is aimed at immigrant origin students who do not know or have a poor command of Spanish; and the SpanishÁ English bilingual program targets students from different cultural and national backgrounds with a good command of English. These two language programs exist side by side under one roof and play a crucial role in the placement, educational choices, and, ultimately social inclusion/exclusion of students in mainstream education. Guided by a critical sociolinguistic ethnography perspective, the article analyses data collected at the two language programs, mostly audiotapes of classroom interactions and interviews with teachers, immigrant and non-immigrant background students who attend this public school. Our analysis shows how the discontinuities between the two language programs regarding language ideologies and the organization of language learning bring to the fore a disputed view of social inclusion, namely inclusion from above and inclusion from below, which bear important repercussions for immigrant origin students in mainstream education.

This article explores the ways in which what counts as legitimate knowledge is produced and negotiated in two multilingual classrooms of two different programs designed to "attend to diversity" at secondary schools in the Madrid region. Following a sociolinguistic approach, the article focuses on the ways in which local identities, beliefs and social relations emerging from situated practice become a window through which to understand how different social experiences and academic trajectories are institutionally constructed in connection with broader social processes. For this reason, the article seeks to connect recorded and observed classroom interactional patterns, through which legitimate knowledge is produced, with social actors' (teachers and students) positioning-s, and the academic trajectories of students enrolled in such programs. We end with a discussion about the possible consequences of such practices for migrant students, recently arrived in the Madrid classrooms, in terms of academic success and school participation.

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