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MLA
Fairclough, Marta. “Language Assessment: KEY THEORETICAL CONSIDERATIONS IN THE ACADEMIC PLACEMENT OF SPANISH HERITAGE LANGUAGE LEARNERS.” Spanish as a Heritage Language in the United States: The State of the Field, edited by SARA M. BEAUDRIE and MARTA FAIRCLOUGH, by GUADALUPE VALDÉS, Georgetown University Press, Washington, DC, 2012, pp. 259–278, www.jstor.org/stable/j.ctt2tt42d.18. Accessed 4 Aug. 2020.
APA
Fairclough, M. (2012). Language Assessment: KEY THEORETICAL CONSIDERATIONS IN THE ACADEMIC PLACEMENT OF SPANISH HERITAGE LANGUAGE LEARNERS. In VALDÉS G. (Author) & BEAUDRIE S. & FAIRCLOUGH M. (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 259-278). Washington, DC: Georgetown University Press. Retrieved August 4, 2020, from www.jstor.org/stable/j.ctt2tt42d.18
CHICAGO
Fairclough, Marta. "Language Assessment: KEY THEORETICAL CONSIDERATIONS IN THE ACADEMIC PLACEMENT OF SPANISH HERITAGE LANGUAGE LEARNERS." In Spanish as a Heritage Language in the United States: The State of the Field, edited by BEAUDRIE SARA M. and FAIRCLOUGH MARTA, by VALDÉS GUADALUPE, 259-78. Washington, DC: Georgetown University Press, 2012. Accessed August 4, 2020. www.jstor.org/stable/j.ctt2tt42d.18.

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