Andy Curtis, Distinguished Guest Professor

A + A -

EDUCATION
1992 – 1996 University of York, UK
PhD in International Education: Language, Learning and Support:
Overseas Students at a British University

1991 – 1992 University of York, UK
MA in Linguistics with English Language Teaching

1990 – 1991 Sheffield Hallam University, UK
Licentiate of Trinity College London - LTCL (TESOL)
Post Graduate Diploma - PG. Dip. (TESOL)

1989 – 1991 Sunderland University, UK
Bachelor of Education: Design and Technology (Secondary School)

1989 Coventry TESOL Centre, UK
Trinity College London Certificate in TESOL

1981 – 1985 University of Central England, UK
Higher National Certificate in Clinical Biochemistry
Associate of the Institute of Medical Science
Member of the Council for Professions Supplementary to Medicine

 

EMPLOYMENT
Mar 2018 – Mar 2021 Board of Trustees: The International Research Foundation

Aug 2011 – Present Professor, Graduate School of Education, Anaheim University
California, USA

Mar 2014 – Mar 2017 Executive Committee and Board of Directors
TESOL International Association, Alexandria, VA, USA

Mar 2015 – Mar 2016 50th President of the TESOL International Association

Jan 2007 – July 2011 Director, English Language Teaching Unit
Associate Professor, Department of Curriculum and Instruction
The Chinese University of Hong Kong, SAR, China

Jan 2006 – Dec 2006 ICIE: Independent Consulting for International Education
An international, non-profit teacher training and development organization

Sept 2004 – Jan 2006 Executive Director, School of English
Queen’s University, Ontario, Canada

Sept 2002 – Aug 2004 Director, School of English
Queen’s University, Ontario, Canada

Sept 2001 – Aug 2002 Visiting Associate Professor, Department of Language Teacher Education
School for International Training, Vermont, USA

Jan – June 2001 Visiting Scholar, Faculty of Education,
Queen’s University, Ontario, Canada

Sept 1998 – Sept 2000 Assistant Professor, Department of English
Hong Kong Polytechnic University

Sept 1996 – Sept 1998 Assistant Professor, English Language Teaching Unit
Chinese University of Hong Kong

Fall Semester 1998 Lecturer, Department of English and School of Continuing Studies
Chinese University of Hong Kong

Sept 1995 – Sept 1998 Lecturer, School of Professional and Continuing Education
University of Hong Kong

Aug 1995 – Aug 1996 Lecturer, Department of English, Hong Kong Institute of Education

Sept 1994 – Sept 1995 President, Graduate Students’ Association, University of York, UK

Summer 1995 Invited Visiting EAP Instructor, Institute for English Language Programs, Harvard University

Sept 1994 – Sept 1995 Lecturer, Department of Educational Studies, University of York

Sept 1994 – Sept 1995 Workshop Presenter, Unit for Innovation in Higher Education, University of Lancaster

Summer 1994 Invited Visiting EAP Instructor, Institute for English Language Programs, Harvard University

Sept 1993 – Sept 1995 Program Organiser, Graduate Training Program Staff Development Unit, University of York

Sept 1993 – Sept 1995 Lecturer, Department of Language and Linguistic Science, University of York

Sept 1993 – Sept 1994 Lecturer, Department of English Language and Linguistics,University College of Ripon and York St John

Aug 1991 – Aug 1994 EAP Instructor, EFL Unit, University of York

Summers 1989 & 1990 EAP Instructor, Warwick University/Coventry Technical College

1984 – 1987 Senior Medical Science Officer (Biochemistry), Birmingham, UK

1981 – 1984 Junior Medical Science Officer (Biochemistry), Birmingham, UK

 

TEACHING
Graduate School of Education, Anaheim University, CA (2011-Present)

  • Leadership and Management in Language Education (EDU 720): EdD TESOL
  • Classroom-Based Assessment (EDU 570): MA TESOL
  • Classroom Management and Observation (EDU 550): MA TESOL
  • Research Portfolio (EDU 600): MA TESOL
  • MA TESOL courses and workshops in South Korea and Colombia

English Language Teaching and Learning Department, Brigham Young University-Hawaii

  • (Winter 2018) Peace Linguistics

Faculty of Education, Queen’s University (Winter 2017)

  • Professional Master’s in Education (online MEd) Innovative Curriculum Planning (PME 831)

English Language Teaching and Learning Department, Brigham Young University-Hawaii

  • (Winter 2017) Peace Linguistics

Faculty of Engineering, The Chinese University of Hong Kong (2009-2010)

  • English for Engineering (graduate, required course)

ELT Unit, The Chinese University of Hong Kong (2007-2008)

  • Academic Writing for Anthropologists (undergraduate, content-based elective)

Department of English, The Chinese University of Hong Kong (2007-2008)

  • Curriculum Development and Materials Design (MA in ELT elective)

School of Graduate Studies, The Chinese University of Hong Kong (2007-2008)

  • Effective Communication Strategies for International Postgraduate Research Students

School for International Training, Brattleboro, VT, USA (2003-2005)

  • Change Management for Language Program Administrators (online International Diploma)

Writing Centre, Queen's University (2003-2006)

  • SGS: 801: Principles of Academic Writing (Guest Lecturer)


School of English, Queen’s University (2004-2005)

  • Film, Language and Culture (Advanced level EAP elective)

School of Graduate Studies, Queen’s University (2003-2004)

  • SGS 802: English Language Communication Skills for Teaching Purposes (Instructor)

School for International Training, Brattleboro, VT, USA (2001-2002)
Curriculum Design Implementation and Assessment (MA program)

Educational Technology for Language Teaching and Learning (MA program)

  • Intercultural Communication (MA program)

Department of English, Hong Kong Polytechnic University (1998-2000)

  • Effective English for Postgraduate Research Students (Program Director)
  • Self-Access Language Learning (MA module); English for Business and Administration
  • English Communication Skills; Practical English Skills (Higher Diploma and BA programs)

Department of English, The Chinese University of Hong Kong (Autumn 1998)

  • Discourse Analysis (BA program)

School of Continuing Studies, The Chinese University of Hong Kong (Autumn 1998)

  • A Revision of General English (Certificate in English Proficiency for Business Communication)
  • Classroom Communication (Diploma in TESL)

ELT Unit, The Chinese University of Hong Kong (1996-1998)

  • Introduction to Academic Writing; English Improvement Strategies: Listening and Speaking
  • Effective Oral Communication
  • MBA Management Communication
  • Organizational Communication module on Diploma Course in Management Communication

School of Professional and Continuing Education, University of Hong Kong (1995-1998)

  • Use of English Year I
  • Use of English Year II
  • Recent Trends and Current Classroom Practice
  • Language Systems and the English Syllabus for Secondary Schools
  • Becoming Better Teachers through Reflective Practice (Certificate in Secondary School ELT)

Hong Kong Institute of Education (1995-1996)

  • English in the Liberal Arts
  • English for Practical Purposes and Continuing Professional Development
  • Oral Skills and Activities (with Phonetics and Phonology)
  • Campus English: Process Writing
  • English in the Media
  • ICTT: In-service English and Methodology courses for teachers trained in Hong Kong
  • NGTQA: In-service English Enhancement programs for teachers trained outside Hong Kong

Institute for English Language Programs, Harvard University (Summer 1994 & 1995)

  • Intensive Advanced Integrated Skills with English for Academic Purposes


Unit for Innovation in Higher Education, University of Lancaster (1994-1995)

  • Starting Your PhD
  • Effective PhD Supervision in the Humanities, Management and Social Sciences
  • ESRC (Engineering and Science Research Council) Workshop: Effective PhD Supervision
  • Effective PhD Supervision in the Natural and Applied Sciences

Department of Educational Studies, University of York (1994-1995)

  • TALIS module (Teaching and Learning in Schools): assisting with lectures/smaller group activities for
  • PGCE (Postgraduate Certificate in Education) student teachers
  • Additional workshops on Racism and Racial Issues in Schools
  • Assisting with supervision of international MA students’ course work and theses
  • English for Educational Studies: tailored EAP support for international students

Department of Language and Linguistic Science, University of York (1993-1995)

  • Recent Advances in Second Language Acquisition: lectures/tutorials to MA and undergraduate students
  • Teacher Development: lectures/tutorials on MA in Linguistics with English Language Teaching

Staff Development Unit, University of York (1993-1995)

  • Graduate Training Program I: workshops on small group teaching, lecture presentations and
  • supervising laboratory practical for graduate teaching assistants
  • Graduate Training Program II: workshops on research-related skills
  • Observation, feedback and preparation of reports on teaching for University of York departments
  • Design and presentation of workshops on three-day intensive Research Methods course for
  • postgraduates in the Institute of Advanced Architectural Studies
  • Learning to Teach, Teaching to Learn Workshops on University Staff Induction Programs

University College of Ripon and York St John (1993-1994)

  • Sociolinguistics: Language and Society: lectures/tutorials to undergraduate students
  • Design of a Medical Science Research Writing course: a fifty-hour, ten-unit course designed to
  • upgrade research output of nursing and paramedical staff

EFL Unit, University of York (1991-1994)

  • Undergraduate Courses
    • English for Academic Writing and Research Purposes
    • English for Seminars and Discussions
    • Advanced Academic Writing; Active Listening; Understanding and Speaking
    • Analysis and Construction of Academic Arguments; English for Architectural and Medieval Studies
  • Tailored Courses
    • English Life, Culture and Conversation: Course for visiting Erasmus exchange students
    • Tempus Project 1992 and Tempus Project 1993: Intensive teacher training course, working with
    • teachers from Hungary and Poland
    • Train to Teach Project 1992: Intensive course for visiting lecturers from Sweden working in Chemistry
    • and Biology departments
    • Intensive one-to-one courses for British Council Scholars, other international postgraduates and native
    • speakers of English
    • Workshops on Introduction to TEFL courses for teachers of European languages

Coventry Technical College with Warwick University (Summer 1989 & 1990)

  • Advanced English for Academic Purposes (for international students entering UK universities)

 

 

PUBLICATIONS
Books
Curtis, A. (Ed.). (2022). Reflecting on Leadership in Language Education. Equinox Press (UK):
https://www.equinoxpub.com/home/reflecting-leadership/

Curtis, A. (2022). The New Peace Linguistics and The Role of Language in Conflict.
Information Age Publishing (NC, USA). https://www.infoagepub.com/products/The-New-
Peace-Linguistics-and-the-Role-of-Language-in-Conflict

Curtis, A., & Sussex. R. (Eds.). (2018). Intercultural Communication in Asia: Education,
Language and Values. Cham, Switzerland: Springer.

Curtis, A. (2017). Methods and Methodologies for Language Teaching: The Centrality of
Context. London, UK: Palgrave Macmillan.

Bailey, K.B. & Curtis, A. (2015). Learning About Language Assessment: Dilemmas, Decisions,
and Directions. Second Edition. Boston, MA: National Geographic Cengage Learning.

Cheng, L. & Curtis, A. (Eds.). (2010). English Language Assessment and the Chinese Learner.
New York, NY: Routledge.

Curtis, A. & Romney, R. (Eds.). (2006). Colour, Race and English Language Teaching: Shades
of Meaning. Mahwah, NJ: Lawrence Erlbaum.

Cheng, L., Watanabe, Y. with Curtis, A. (Eds.). (2004). Washback in Language Testing:
Research contexts and methods. Mahwah, NJ: Lawrence Erlbaum.

Bailey, K.M., Curtis, A. & Nunan, D. (2001). Pursuing Professional Development: The
Self as Source. Boston, MA: Heinle & Heinle.

Atkinson, D. & Curtis, A. (2000). Preparing to Write Your MPhil/PhD: A handbook for
postgraduate researchers. Hong Kong: Department of English, Polytechnic University of
Hong Kong.

Edited Book Series I

Series Editor for ELT In Context. Published by TESOL Press, TESOL International Association,
Alexandria, VA. https://www.tesol.org/news-landing-page/2015/02/27/new-series-from-tesolpress

This nine-book series was published between 2015 and 2017:
Teaching Adults English in the Digital World by Glenda Rose [2015]
Teaching English at an NGO in Cambodia by Nicole Takeda [2015]
Teaching English at Colleges and Universities in China by Joel Heng Hartse and Jiang Dong
[2015]
Teaching English at the U.S.-Mexico Border by Alfredo Urzúa [2015]
Teaching English at the University Level in Colombia by Kathleen Corrales, Erica Ferrer Arizia
and Lourdes Rey Paba [2015]
Teaching English for Specific Purposes in Saudi Arabia by Christopher Hastings [2015]
Teaching English in a Binational Center in Brazil by Isabela Villas Boas and Katy Cox [2015]
Teaching English in U.S. University IEP Programs by Rosemary Orlando [2016]
Teaching English to Chinese Learners in U.S. Colleges by Ke Xu and Linglan Cao [2017]

Each of the nine books in the ELT In Context series starts with my general Series Editor’s
Introduction (the same for all nine books) plus nine, different volume-specific introductions and
overviews (also written by me) tailored to each book.

Edited Book Series II

Series Editor for Applied Linguistics for the Language Classroom. All books published in 2017
by Palgrave Macmillan. [www.he.palgrave.com]
Methods and Methodologies for Language Teaching: The Centrality of Context by Andy Curtis
Technology for the Language Classroom by Leo Mercado
Assessment for the Language Classroom by Liying Cheng and Janna Fox
Research Methods for the Language Classroom by Netta Alvineri
Phonetics, Phonology and Pronunciation for the Language Classroom by Charles Hall and Chris
Hastings
Each of the five books in the ALLC series starts with my general Series Editor’s Introduction,
and each book also has a specific introduction and overview, also written by me, tailored to each
book.

Book Chapters I

The TESOL Encyclopedia of English Language Teaching was published online in 2017 and
2018 (with regular updates, up to and including 2023) as an eight-volume set, with more than
750 entries, by Wiley, in partnership with the TESOL International Association. This is the first
encyclopedia of its kind to be published.

Curtis, A. (2017). Online Professional Development. Teacher Training and Professional
Development/In-Service Teacher Development. In The TESOL Encyclopedia of English
Language Teaching (Eds. J. Liontas & M. DelliCarpini). Wiley Online Library.
https://onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0653

Curtis, A. (2017). Portfolios. Assessment and Evaluation/Alternative Forms of Assessment. In
The TESOL Encyclopedia of English Language Teaching (Eds. J. Liontas & M. DelliCarpini).
Wiley Online Library. https://onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0326

Curtis, A. (2018). Race, ethnicity, and NNESTs. Non-Native English-Speaking Teachers
(NNESTs). In The TESOL Encyclopedia of English Language Teaching (Eds. J. Liontas & M.
DelliCarpini). Wiley Online Library.
https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt0043

Curtis, A. (2018). Qualitative Needs Analysis. Organizational and Administrative Issues/Non-
Native English-Speaking Teachers (NNESTs). In The TESOL Encyclopedia of English
Language Teaching (Eds. J. Liontas & M. DelliCarpini). Wiley Online Library.
https://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0135

Book Chapters II

Curtis, A., & Oxford, R. L. (2021). Applying peace linguistic: What peace-builders can learn
from the languages of hurt, hate and harm. In R.L., Oxford, M.M. Olivero, M. Harrison & T.
Gregersen, Peacebuilding in language education: Innovations in theory and practice (pp. 214-
227). Bristol, UK: Multilingual Matters.

Oxford, R.L., & Curtis, A. (2021). Exploring peace language: Hope, help and harmony. In R.L.,

Oxford, M.M. Olivero, M. Harrison & T. Gregersen, Peacebuilding in language education:
Innovations in theory and practice (pp. 228-241). Bristol, UK: Multilingual Matters.

Curtis, A. (2021). What do we mean by ‘under-resourced’ contexts? In K.M. Bailey & D. Christian (Eds.) Research on Teaching and Learning English in Under-Resourced Contexts (pp.
14-28). New York, NY: Routledge/Taylor & Francis.

Curtis, A. (2020). Engaging in reflective practice: A practical guide. In: Coombe C., Anderson N.J., Stephenson L. (Eds.) Professionalizing your English language teaching (pp. 243-251).
Cham, Switzerland: Springer.

Curtis, A. (2020). Place and people: Who needs whom? In Wearing, J., M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden & T. Christou (Eds.) Key Concepts in Curriculum Studies: Perspectives on
the fundamentals (pp. 163-164). New York, NY: Routledge.

Curtis, A. (2020). Timely sayings. In J. Wearing, M. Ingersoll, DeLuca, C., B. Bolden, H.
Ogden & T. Christou (Eds.) Key Concepts in Curriculum Studies: Perspectives on the
fundamentals (pp. 217-218). New York, NY: Routledge.

Curtis, A. (2020). Introduction. In K.M. Bailey & R.M. Damerow, Global Research on Teaching
and Learning English (pp. 5-8). New York, NY: Routledge/Taylor & Francis.
https://www.tirfonline.org/wp-content/uploads/2019/11/TIRF_Routledge_FreeBook_Final.pdf

Curtis, A. (2020). Foreword. In S. Blok, R.B. Lockwood & E. Frendo, The 6 Principles for
Exemplary Teaching of English Learners: Academic and Other Specific Purposes (pp. v-vi).
https://www.tesol.org/the-6-principles/

Curtis, A. (2020). Foreword. In S. Blok, R.B. Lockwood & E. Frendo, The 6 Principles for
Exemplary Teaching of English Learners: Academic and Other Specific Purposes (pp. v-vi).
https://www.tesol.org/the-6-principles/

Curtis, A. (2018). Individual, Institutional and International: Three aspects of intercultural
communication. In A. Curtis and R. Sussex, Intercultural Communication in Asia: Education,
Language and Values (pp. 21-36) Cham, Switzerland: Springer.

Curtis, A, & De Jong, E. (2018). Formalizing language teacher association leadership
development. In A., Elsheikh A., C., Coombe C., & O., Effiong O. (Eds.) The Role of Language
Teacher Associations in Professional Development. Second Language Learning and Teaching
(pp. 241-253). Springer, Cham, Switzerland. https://doi.org/10.1007/978-3-030-00967-0_18

Sussex, R., & Curtis, A. (2018). Introduction. In A. Curtis and R. Sussex, Intercultural
Communication in Asia: Education, Language and Values (pp. 1-18). Cham, Switzerland:
Springer.

Sussex, R., & Curtis, A. Conclusion. (2018). In A. Curtis and R. Sussex, Intercultural
Communication in Asia: Education, Language and Values (pp. 265-274). Cham, Switzerland:
Springer.

Curtis A. & Cheng, L. (2016). Foreword. In V. Aryadoust and J. Fox, Trends in Language
Assessment Research and Practice: The view from the Middle East and the Pacific Rim (pp.ixxv).

Curtis, A. (2015). Learning language through the language of the Pokémon. In D. Nunan and
J.C. Richards (Eds.), Language Learning Beyond the Classroom (pp. 129-137). New York, NY:
Routledge.

Curtis, A. (2015). Using research in the language classroom. In J.D. Brown and C. Coombe
(Eds.), The Cambridge Guide to Research in Language Teaching and Learning (Chapter 4, pp.
27-33). Cambridge, UK: Cambridge University Press.

Curtis, A. (2015). Presenting your research. In J.D. Brown and C. Coombe (Eds.), The
Cambridge Guide to Research in Language Teaching and Learning (Chapter 33, pp.265-271).
Cambridge, UK: Cambridge University Press

Curtis, A. (2013). Mentoring Student Leaders in China. In Students as Leaders: A Practical
Guide to Leadership Development. Dubai: TESOL Arabia Leadership and Management SIG
Cheng, L. & Curtis, A. (2012). Chapter 10: Test impact and washback: Implications for teaching
and learning. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge
Guide to Second Language Assessment (pp.89-95). New York, NY: Cambridge University Press.

Curtis, A. (2012). Chapter 15: Rethinking retirement. In C. Coombe, L. England, & J. Schmidt
(Eds.), Reigniting, Retooling and Retiring in English Language Teaching (pp.165-177). Ann
Arbor, MI: University of Michigan Press.

Curtis, A. (2011). The Manager as Janitor: Developing a ‘ManJan’ Metaphoric Model for ELT
Professionals. In C. Coombe, L. Stephenson & S. Abu Rmaileh (Eds.), Leadership and
Management in English Language Teaching (pp.23-31). Dubai: TESOL Arabia Publications.

Cheng, L. & Curtis, A. (2010). Chapter 1: The realities of English language assessment and the
Chinese learner in China and beyond. In Cheng, L. & Curtis, A (Eds.), English Language
Assessment and the Chinese Learner (pp.3-12). New York, NY: Routledge.

Fox, J. & Curtis, A. (2010). Chapter 8: IELTS: International English Language Testing System.
In Cheng, L. & Curtis, A (Eds.), English Language Assessment and the Chinese Learner
(pp.112-120). New York, NY: Routledge.

Cheng, L. & Curtis, A. (2010). Chapter 19: The impact of English language assessment and the
Chinese learner in China and beyond. In Cheng, L. & Curtis, A (Eds.), English Language
Assessment and the Chinese Learner (267-273). New York, NY: Routledge.

McNaught, C., & Curtis, A. (2009). Using policy initiatives to support both learning
enhancement and language enhancement at a Hong Kong university. In P. Coverdale-Jones & P.
Rastall (Eds.). Internationalizing the university: The Chinese context (pp. 85–104). Basingstoke:
Palgrave MacMillan.

Curtis, A. (2009). On the edge: Leading from the periphery. In M. Christison & D.E. Murray
(Eds.), Leadership in English Language Education: Theoretical Foundations and Practical
Skills for Changing Times (pp.98-109). New York, NY: Routledge.

Curtis, A. (2008). Moving pictures: Motivations for in-service teacher development in Hong
Kong. In M.E. Vethamani & M.K. Kabilan (Eds.), Practices and Issues in English Language
Teacher Development (pp.97-119). Malaysia: Sasbadi Sdn.

Curtis, A. (2008). The seven principles of professional development: From A to G. In C.
Coombe, M.L. McCloskey, and N.J. Anderson (Eds.), Leadership in English Language
Teaching and Learning (pp.117-127). Ann Arbor, MI: Michigan University Press.

Curtis, A. & Cheng, L. (2007). TAPping into teacher effectiveness. In C. Coombe, A.H.
Mashael, P. Davidson & S. Troudi (Eds.), Evaluating Teacher Effectiveness in ELF/ESL
Contexts (pp.57-74). Ann Arbor, MI: Michigan University Press.

Curtis, A. (2007). Film in the ESL classroom: hearing the students’ voice. In H. McGarrell
(Ed.), Language Teacher Research in the Americas (pp.41-53). Alexandria, VA: TESOL
Association.

Ayala, G.A. & Curtis, A. (2006). Curriculum renewal in a Canadian context: What, why and
how. In S. Spaventa (Ed.), Perspectives on Community College ESL, Volume 1: Pedagogy,
Programs, Curricula, and Assessment. Alexandria, VA: TESOL Association.

Curtis A. (2006). A brief introduction to critical race theory, narrative inquiry and educational
research. In A. Curtis & M. Romney (Eds.) Colour, Race and English Language Teaching:
Shades of meaning (pp1-10). Mahwah, NJ: Lawrence Erlbaum.

Curtis A. (2006). Dark Matter: Teaching and learning between black and white. In A. Curtis &
M. Romney (Eds.) Colour, Race and English Language Teaching: Shades of meaning (pp. 11-
23). Mahwah, NJ: Lawrence Erlbaum.

Curtis A. (2005). From judgmental to developmental: Creating community through conference.In T. Murphey & K Sato (Eds.) Professional Development in Language Education: Volume Four: Communities of Supportive Professionals (pp.1-12) Alexandria, VA: TESOL Association.

Cheng, L. & Curtis, A. Washback or backwash: A review of the impact of testing on teaching
and learning. (2004). In L. Cheng, Y. Watanabe with A. Curtis (Eds.). Washback in Language
Testing: Research contexts and methods (pp.3-17). Mahwah, NJ: Lawrence Erlbaum.

Curtis, A. (2004). Working with Advanced Chinese Students: EAP at the Doctoral Level. In L.
E. Sheldon (Ed.) Directions for the Future: Issues in English for Academic Purposes (pp.79-
89). Bern, Switzerland: Peter Lang.

Curtis, A. & Roskams, T. (2000). Learning from students in networked writing labs: A view
from Asia. In: J.A. Inman & D. Sewell (Eds.), Taking Flight with OWLs (pp 20-30). Mahwah,
NJ: Erlbaum.

Curtis, A. (1999). Using action research in exploring the use of spoken English in Hong
Kong classrooms. In C.Y. Mee & N.S. Moi (Eds.), Language instructional issues in
Asian classrooms (pp.75-88). Newark, DE: IDAC/International Reading Association.

Curtis, A. (1996). Argumentation: Logic, language and pedagogy. In Hewings, M. and
Dudley-Evans, T. (Eds.) Evaluation and Course Design in EAP (pp.166-179).
Englewood Cliffs: Prentice Hall.
Articles in Refereed, Academic Journals

Curtis, A. (2020). Action research at the interface: Personal-professional reflections on the first
20 years. International Journal of TESOL Studies, 2(4), 1-14.

Curtis, A. (2018). Guest Editor. From Peace Language to Peace Linguistics. TESL Reporter,
51(2), 1-114. http://ojs-dev.byuh.edu/index.php/Issue1/article/view/1129/1081

Curtis, A. (2018). Re-Defining Peace Linguistics: Guest Editor’s Introduction. TESL Reporter,
51(2), 1-9.

Curtis, A. & Tarawhiti, N. (2018). Peace linguistics in the language classroom. TESL Reporter,
51(2), 77-95.

Curtis, A. & Gomes de Matos, F. (2018). Interview with Professor Francisco Gomes de Matos.
TESL Reporter, 51(2), 96-100.

Curtis, A. (2018). The New Peace Linguistics: Guest Editor’s Concluding Comments. TESL
Reporter, 51(2), 101-107.

Curtis, A. (2017). Back from the battlefield: Resurrecting peace linguistics. TESL Reporter, 50
(1), 20-34. http://tesol.byuh.edu/sites/tesol.byuh.edu/files/TESOLReporter50-1_article2.pdf
Xu, J., Li, B. & Curtis, A. (2015). Validating an English language teaching reflection inventory
in a Chinese EFL context. System, 49, 50-60.
https://www.sciencedirect.com/science/article/pii/S0346251X14001808

Curtis, A. (2012) Doing More with Less: Using Film in English Language Teaching and
Learning in China. Research on English Education, 英语教育研究, 1(1), 1-10.

Curtis, A. (2012). ESP as The Promised Land: Where we have been, where we are now, and
where we are going. Journal of English Education in Taiwan, 1(1), 1-12.

Curtis, A. (2012). Colombian teacher’s questions about CLIL: Hearing the voices – in spite of
‘the mess’ (Part 1). Latin American Journal of Content and Language Integrated Learning, 5(1),
1-8. http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.1.1

Curtis, A. (2012). Colombian teacher’s questions about CLIL: Hearing the voices – in spite of
‘the mess’ (Part 2). Latin American Journal of Content and Language Integrated Learning, 5(2),
1-12. http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2719/2823

Curtis, A. & Szestay, M. (2005). The impact of teacher knowledge seminars: Unpacking
reflective practice. TESL-EJ, 9(2), 1-16. http://www.tesl-ej.org/ej34/a3.pdf

Curtis, A. (2002). But what if the shoes were dancing? Learning to dance and dancing to learn.
Language and Literacy, 4(1).
https://ejournals.library.ualberta.ca/index.php/langandlit/article/view/17657

Curtis, A. (2001). Hong Kong student teachers’ responses to peer group process writing.
Asian Journal of English Language Teaching, 11, 129-143.
http://www.cuhk.edu.hk/ajelt/vol11/rep2.htm

Curtis, A. (2001) Hong Kong secondary school teachers’ first experiences of action
research. Journal of the Pan-Asian Consortium, 1(1), 65-78.

Curtis, A. & Cheng, L. (2001). Teachers’ self-evaluation of knowledge, skills and
personality characteristics needed to manage change. Asia-Pacific Journal of Teacher
Education, 29(2), 139-152.
https://www.researchgate.net/publication/236682444_Teachers'_Selfevaluation_
of_Knowledge_Skills_and_Personality_Characteristics_Needed_to_Manage_Change

Curtis, A. (2001). Review of Back to school: The lecturer attachment experience by An
E, H., Walker, E., Mok, A., Bodycott, P., Crew, V. (Eds.). Asian Journal of English
Language Teaching, 11, 155-160. http://www.cuhk.edu.hk/ajelt/vol11/rev3.htm
Bailey, K., Freeman, D. & Curtis, A. (2001). Goals-based evaluation procedures: How
students perceive what teachers intend. TESOL Journal, 10(4), 5-9.

Curtis, A. (2000). A problem-solving approach to the management of change in language
education. Korea TESOL Journal, 3, 1-12. http://files.eric.ed.gov/fulltext/ED455683.pdf
Chapple, L. & Curtis, A. (2000). Content-based instruction in Hong Kong: Student
responses to film. System, 28(3), 419-433.

Curtis, A. (1999). Changing the management of change in language education: Learning
from the past, lessons for the future. PASSA, A Journal of Thai TESOL 29, 92-100.

Curtis, A. (1999). Re-visioning our roles: Teachers as experts, researchers and reflective
practitioners. ThaiTESOL Bulletin, 12(2), 24-32.

Curtis, A. (1999). Connecting the hand, the head and the heart: Reflective practice and
action research in the classroom. The Language Teacher, 23(6), 19.
http://jalt-publications.org/tlt/articles/2543-connecting-hand-head-and-heart-reflective-practiceand-
action-research-classroom

Bailey, K.M., Nunan, D. & Curtis, A. (1998). Undeniable insights: The collaborative
use of three development practices. TESOL Quarterly, 32(3), 546-556.
http://onlinelibrary.wiley.com/doi/10.2307/3588125/abstract

Jacobs, G., Curtis, A., Braine, G, & Huang, S.Y. (1998). Feedback on student writing:
Taking the middle path. Journal of Second Language Writing, 7(3), 307-317.

Curtis, A. & Heron, A. (1998). On being less innovative: Peer groups and process writing
in Hong Kong. Asia Pacific Journal of Language in Education, 1(1), 99-1



現正招生
Open for Admission