About Matt

Matt Bury

Distance Education & Elearning software developer & curriculum developer

  • Canadian permanent resident (in Guelph, near Toronto)
  • UK passport holder
  • No visa restrictions for working in the EU


  • eLearning Systems and Software Consultant
  • Learning Management Systems (LMS) & ePortfolio Systems Administrator
  • Online & Blended Learning Curriculum Developer
  • Software Developer
  • Moodle Plugin Module Developer
  • EFL & ESL Learning Resources & Curriculum Developer
  • Formerly EFL & ESL Teacher, Senior Teacher, and Director of Studies

Second Language Acquisition Influences

Hopefully, this list of influences will give a useful impression of what theories and principles underpin my second language learning and teaching practice:

  • Bonny Norton’s view of sociolinguistics, identity, (personal) investment, and “Language Socialisation”
  • Stephen Krashen’s 5 Hypotheses of Second Language Acquisition
  • N. S. Prabhu’s Second Language Pedagogy (Task-Based Language Learning)
  • Michael Tomasello’s Usage-Based Theory of Language Acquisition
  • Gregg Thomson’s “Growing Participator Approach to Languaculture”
  • Elizabeth Bates’ and Brian MacWhinney’s Competition Model (and MacWhinney’s Unified Theory of Language Acquisition)

Learning and Teaching Theory and Practice Influences

Here are some theories and researchers from the broader spectrum of developmental psychology and learning theory that have been particularly interesting, engaging, and helpful to me:

  • Lev Vygotsky’s Sociocultural Theory
  • Alexei Leont’ev’s Activity Theory
  • Reuven Feuerstein’s & David Tzuriel’s Dynamic Assessment
  • Yrjö Engeström’s “Scandanavian” Activity Theory (Learning by Expanding)
  • Albert Bandura’s Observational Learning
  • Loris Malaguzzi’s Reggio Emilia Approach (Making Learning Visible)
  • Donald Schön’s, David Kolb’s and Graham Gibbs’ Reflective Practice
  • Malcolm Knowles’ Self-directed Learning
  • Stephen Brookfield’s Understanding and Facilitating Adult Learning
  • Randy Garrison’s Communities of Inquiry
  • Étienne Wenger’s Communities of Practice
  • Jean Lave’s & John Seely-Brown’s Situated Cognition
  • Jean Lave’s & Étienne Wenger’s Situated Learning: Legitimate Peripheral Participation
  • Dave Snowden’s Complexity Theory, Complex Adaptive Systems, and the Cynefin Framework

Socio Cultural Orientation to Language Acquisition Research (SCOLAR)

I’m also a member of the Socio Cultural Orientation to Language Acquisition Research (SCOLAR) group led by Merrill Swain and Marina Engelking. Meetings are held once a month in Toronto and are attended by professors, Ph.Ds, MAs, EFL/ESL teachers, and Ph.D and MA candidates from University of Toronto, University of York, Seneca College, and University of Waterloo, among others. The main requirement for attendees is that they have a reasonably proficient grasp of sociocultural theory.