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, Judith Tedlie Moskowitz (2004). Coping: Pitfalls and promise. Annual Review of Psychology 55: 745–774. Forsyth, Ian, Kathleen Wood (1977, 1980a, 1980b). Language and Communication (Vol. 1, 2 and 3). London: Longmans. Freire, Paulo (1970). Pedagogy of the Oppressed . New York: Herder and Herder. Fromm, Erich (1941). Fear of Freedom . London: Routledge. Fuller, Janet M. (1999). Between three languages: Composite structure in interlanguage. Applied Linguistics 20/4: 534–561. Gabrielatos, Costas (2002). The shape of the language teacher. In: Alan

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” (Duszak, 2002, p. 2, as cited in Cots, 2015, p. 103; see also Kramsch, 2009). ←137 |  138→ This view corresponds to previous research on the challenges inherent in raising consciousness in learners so that they are able to critique instances of injustice or inequality (see Apple, 2013; Biesta, 2015; Freire, 2000; McLaren & Kincheloe, 2007). Cots points out that “culture should be seen as a variable in explaining social interaction, and what is sometimes considered as cultural misunderstanding is not the result of a different worldview but rather of linguistic

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. der Friede, pax. Hull Freed! Freedenstied , f. die Friedenszeit, tempus pacis. Freet , f. die Fresse, d. i. das Maul. Giff em eint an de Freet! freisen , frieren, frigere. Ick freis, du frist, hei frist, wi freise . Imperf. Ick froos, wi freire , Perf. Ick häbb froare . Doch gebraucht man auch: Mi frist, ohs frist; mi froos, ohs froos; mi hätt froare . freistern , sick , sich mit einem Andern scherzweise balgen. Ein ähnlicher Ausdruck ist spalkern . freten , fressen, vorare. Hei ett nich, ma hei frett . Fribbel , m. ein Faden, der ineinander gedreht ist