Janet-Marie McLaughlin Bücher

Marie L. McLaughlin delivers a memorable selection of Native American stories infused with folklore and oral traditions passed on from one generation to the next. This book features vivid stories with larger-than-life characters and unforgettable adventures. Myths and Legends of the Sioux is a collection of vast stories rooted in indigenous culture. The tales are striking and memorable, featuring both human and animal protagonists. In one story, a small rabbit uses its wits to outsmart a large bear. In another tale, a crane saves a family from an unfortunate circumstance. Each legend delivers a powerful message that's applicable to children and adults. With nearly 40 titles to choose from, it's a robust display of classic lore. Myths and Legends of the Sioux is filled with notable figures and remarkable creatures. These stories have stood the test of time and continue to reach new and unexpected heights. McLaughlin's collection is a brilliant observation of Native American culture and identity. With an eye-catching new cover, and professionally typeset manuscript, this edition of Myths and Legends of the Sioux is both modern and readable.

In the realm of English as a Second Language Teaching and Learning (ELTL), establishing a strong connection between theory and practice is essential yet challenging for teachers. They often struggle to translate theoretical concepts into practical classroom applications and may find it difficult to identify the underlying theories of their teaching practices. As educators gain experience, they learn that theory and practice can mutually inform each other, enhancing the effectiveness of their teaching. This thesis aims to illustrate practical applications of theoretical frameworks in ELTL and clarify the theories that support practical teaching elements. It focuses on three key areas: social constructivism, corpus linguistics, and action research, all of which have gained significant attention in ELTL over the past two decades. The work presents an empirical pedagogic action research project conducted at Hildesheim University, specifically within an English for Academic Purposes course aimed at training English as a Foreign Language students to become state school teachers. This course integrates social constructivism and corpus linguistics, employing Pedagogical Action Research to explore its efficacy. Ultimately, it posits that the classroom serves as an ideal setting for educational research.