Andy Curtis, Ph.D.Andy Curtis, Ph.D.

Professor: TESOL

Dr. Andy Curtis is a TESOL Professor in the Anaheim University Graduate School of Education. The 2014-2015 President of the TESOL International Association, Dr. Andy Curtis is an expert in the field of Intercultural Communications. He has worked with teachers and learners in Europe, Asia and the Middle East, North, South and Central America, and he has published articles in journals such as TESOL Quarterly, TESL-EJ and System, as well as several books and books chapters. Anaheim University TESOL Professor Andy Curtis began his professional life as a Medical Science Officer in Clinical Biochemistry, working at hospitals in England, but after gaining his first qualification in TESOL, in 1989, he decided to leave medical science and pursue his real passions – languages, teaching and learning. After some initial teacher training, he went on to complete a teaching degree (BEd.) at Sunderland University in England, then a Master’s degree in Applied Linguistics with English Language Teaching, and a PhD in International Education at the University of York in England. From 2007 to 2011, Andy Curtis was the Director of the English Language Teaching Unit at the Chinese University of Hong Kong (CUHK) and an Associate Professor in the Faculty of Education at CUHK. Prior to these appointments, from 2002 to 2006, he was first the Director and then the Executive Director of the School of English at Queen’s University in Canada, and from 2001 to 2002, he was a Visiting Professor in the Department of Language Teacher Education at the School for International Training, Vermont, USA.

At the risk of too many welcomes, I would like to add my mine to those of my distinguished colleagues above. Although I have more than 20 years of experience in the field of TESOL, I am a new-comer to Anaheim University’s TESOL professorial team, and I am very much looking forward to working with the students, the other professors, and the AU administrative support team, and to teaching and learning online and face-to-face. Having recently completed many years in language program administration, starting in Canada and eventually in China, I have become especially interested in the challenges of leadership and management in language education.



  • Curtis, A. & Romney, R. Colour, Race and English Language Teaching: Shades of meaning (2006). 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 Book


  • 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 (pp11-23). 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.

Articles in refereed publications

  • Curtis, A. & Szestay, M. (2005). The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice. TESL-EJ, 9(2), 1-16.
  • Curtis, A. (2002). But what if the shoes were dancing? Learning to dance and dancing to learn. Language and Literacy, 4(1).
  • Curtis, A. (2001). Hong Kong Student Teachers’ Responses to Peer Group Process Writing. Asian Journal of English Language Teaching, 11, 129-143.
  • Curtis, A. (2001) Hong Kong Secondary School Teachers’ First Experiences of Action Research. Journal of the Pan-Asian Consortium, 1(1).
  • 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.
  • Bailey, K., Freeman, D. & Curtis, A. (2001). Goals-based Evaluation Procedures: How Students Perceive What Teachers Intend. TESOL Journal, 10(4).