Sentence examples for proficiency within from inspiring English sources

Since 9/11 first exposed them, statistics on Arabic proficiency within the State Department have been excruciating.

More than three-quarters (76%) of immigrants spoke English "with high proficiency" within ten years of arriving; and almost all their children spoke English either well or exclusively.

Now, English as a second language is the focus of new attention after a recently released New York City Board of Education study found that students in the programs were 10percentt more likely than students in bilingual programs to reach English proficiency within three years.

It can also be seen in the covariance matrix in Table 6 that proficiency within school year is positively correlated, but much higher in kindergarten than preschool.

Thirdly, there is a large degree of heterogeneity with regard to IVQR returns to language proficiency within the highly educated category.

The AcroMetrix HIV-1 Resistance Proficiency Program, along with AcroMetrix's Internet-based reporting system (http://www.labqc.org), provides a useful tool for assessing operator proficiency within individual laboratories, and for comparing HIV-1 resistance testing proficiency among laboratories and technology platforms worldwide.

On the other hand, if the first language acquisition process can somehow make the native speakers become more resistant to the influence of speaker proficiency on within-speaker variability, then one would find the overall intra-speaker variability to be fairly comparable across speakers of different proficiency levels.

Therefore, this study followed the design of Chuang and Fon (2017) and utilized extended paragraphs to allow talkers to reveal a fuller spectrum of their realization variability so that interaction among speaker gender, Min proficiency, and within-speaker consistency could be more clearly analyzed.

Thus, the proficiency of within-day learning was expressed by the average percent error in blocks 2 8.

Adopting a "branching approach," the CEFR describes finer distinctions within the three superordinate levels (A, basic; B, independent; and C, proficient) so that "the relatively small gains in language proficiency made within language programmes (achievement) can be captured and reported" (Green et al. 2012, p. 48).

While a step in the direction of describing how achievement looks across all domains and determining which countries are faring well at preparing the majority of their pupils for more advanced learning, latent profile analyses (LPA) offer a different methodological approach that allows for the classification of cross-domain or multidimensional proficiency profiles within and across countries.