| 3 |
WALS Online Resources for Winnebago
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 4 |
WALS Online Resources for Ho
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Glottolog 4.4 Resources for Ho
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Glottolog 4.4 Resources for Ho-Chunk
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Glottolog 4.4 Resources for Ho Chi Minh City Sign Language
|
|
: Max Planck Institute for Evolutionary Anthropology, 2021
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
PHOIBLE 2.0 phonemic inventories for Ho
|
|
: Max Planck Institute for the Science of Human History, 2019
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Academic Outcomes in Language-Dependent and Computation-Dependent Courses among Mathematics Education Students in a Nigerian University: Top-Achievers Still Best of both Extremes
|
|
|
|
In: ISSN: 2414-8091 ; Journal of Education & Social Sciences ; https://hal.archives-ouvertes.fr/hal-01950417 ; Journal of Education & Social Sciences, 2018, 6 (2), pp.64-81. ⟨10.20547/jess0621806206⟩ ; https://geistscience.com/papers/view/JESS1806206 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Ho Chi Minh City Sign Language: a language of Viet Nam
|
|
: SIL International, 2018
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Ho-Chunk: a language of United States
|
|
: SIL International, 2018
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Challenges and Opportunities for Second Language Learners in Undergraduate Mathematics
|
|
|
|
In: Mathematics Education and Language Diversity, The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413939 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity, The 21st ICMI Study, Springer, Cham, pp.85-101, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_5⟩ ; www.springer.com (2016)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Impact of Differing Grammatical Structures in Mathematics Teaching and Learning
|
|
|
|
In: Mathematics Education and Language Diversity - The 21st ICMI Study ; https://hal.archives-ouvertes.fr/hal-01413932 ; International Commission on Mathematical Instruction. Mathematics Education and Language Diversity - The 21st ICMI Study, Springer, Cham, pp.23-46, 2016, New ICMI Study Series, 978-3-319-14510-5. ⟨10.1007/978-3-319-14511-2_2⟩ ; www.springer.com (2016)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Bilingual mathematics learners, conceptual mathematical activity and the role of their languages. How best to investigate?
|
|
|
|
In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287693 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1454-1460 (2015)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Use and development of mathematical language in bilingual learning settings
|
|
|
|
In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287680 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1421-1426 (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
