ABSTRACT
This chapter examines curriculum integration (CI) efforts to adapt teacher education courses from the University of Texas at Austin (UT) to a study abroad (SA) context in Antigua, Guatemala. UT is a top public research institution in Texas, a state where approximately 33% of children (2.3 million) live in families with one parent born outside the US, with about 80% coming from Latin America (Texas Kids Count, 2015). Texas’ unique cultural and linguistic landscape means that all new teachers need to be prepared to work with immigrant Emergent Bilingual (EB) 1 students and do language teaching, regardless of their assigned grade level or subject matter.
