They both have legitimate aspirations, but only one of them, at most, would be satisfied in a traditional educational environment. They would both likely be left feeling unsatisfied from their experience. The first would likely be annoyed by learning words and grammar not relevant to their life or from a dialect they are unlikely to hear. The second would likely want to delve into the history of words like chicle, patata, idioma, guerra and atacar which are of Aztec, Taíno, Greek Frankish and Gothic origin respectively and learn why a word like “mano” is feminine and not masculine*.
In a Sudbury school they could both learn Spanish to the level of detail they desired. Whether they wanted to be able to have quick conversation in Spanish or read Cervantes and learn about every cultural influence and sound change from Pliny the Elder to Vincente Fox.
*”mano” was derived from the Latin word “Manus” which was part of the forth declension which had no standardized singular nominative case ending. The same sound changes which caused the members of the second declension to change from an “us” ending to an “o” also effected the feminine word “manus.”