||This contribution shows the very first results obtained during the pursue of the R&D research project "School and multilingualism: a critical sociolinguistic study on educational linguistic programs set in the Madrid Region (HUM2007-64694/FILO). The aim of this project is to analyze two educational linguistic programs implemented in the Madrid region, in particular, the language immersion classes, called Bridging Classes, designed for newcomers, and the bilingual programs currently put into practice in secondary public schools. Our main goal is to explore how both programmes are managed by the several "actors" involved: firstly, by the regional administration (such as funding, training, planning, teachers' training and other resources); secondly, by the schools (schools' involvement, and how the programs stand in the school); thirdly, by the teachers (methods of language teaching, the integration of content and language learning, teachers' aims and expectations). Finally, we study the students' trajectories, in order to know which programs, methods, practices and integration strategies are used to favour academic success and integrate students' diversity. In this contribution we analyze History and Geography lessons taught in a group in their third year of ESO (Educación Secundaria Obligatoria – compulsory secondary education), in a secondary school in Madrid. The methodological framework of the teacher integrates language and contents. Data have been collected by classroom observation by a team of researchers who are doing a year-long ethnographic study. The analysis focuses on the relationship between the way in which classroom interaction is organized (activities, objectives, topics, participation framework, legitimate languages and participants) and the teacher's pedagogical focus, that is, the teachers’ decisions about what will be learned, and how and when (see Seedhouse 2004, for a similar approach). This pedagogical focus seems to be related to two factors. The first factor has to do with teachers' views of this programme, its goals and objectives. Those aspects will be analyzed by using deep interviews and also by the teachers' own contribution to the analysis of the data we present. The second factor considers teachers' expectations, and, in particular, the way their expectations towards their students influence their pedagogical focus. Moreover, we find that teachers' expectations are also related to the prestige this bilingual program enjoys among the school community.