Books
Tian, Z., Aghai, L., Sayer, P., & Schissel, J. (Eds.) (2020). Envisioning TESOL through a translanguaging lens: Global perspectives. Cham, Switzerland: Springer. ISBN 978-3-030-47030-2.
Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. New York: Routledge. ISBN 978-0-41589-773-0.
Refereed Articles
Lu, X., Martens, B. & Sayer, P. (2022). Examining social class and multilingualism through the linguistic landscape: A methodological proposal. Linguistic Landscape, 8(1): 32-55. DOI 10.1075/ll.20032.lu
Sayer, P. and Braun, D. (2020). The disparate impact of COVID-19 remote learning on English learners in the U.S. TESOL Journal, 12(3): 1-5. DOI 10.1002.tesj.546
Sayer, P., Martínez-Prieto, D., & Carvajal de la Cruz, B. (2019). Discourses of white nationalism and xenophobia in the U.S. and their effect on TESOL professionals in Mexico. TESOL Quarterly, 53(3): 835-844. DOI 10.1002/tesq.492.
Sayer, P. (2018). Does English really open doors? Social class and English teaching in public primary schools in Mexico. System, 73(2): 58-70. DOI 10.1016/j.system.2017.11.006
Sayer, P. (2015). Expanding global language education in public primary schools: The national English program in Mexico. Language, Culture & Curriculum 28(3), 257–275. DOI: 10.1080/07908318.2015.1102926
Sayer, P. (2015). ‘More & earlier’: Neoliberalism and primary English education in Mexican public schools. L2 Journal 7(3), 40-56. Permalink: http://escholarship.org/uc/item/9fr9w0gv
Sayer, P. and Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. ELT Journal, 68(3), 321-329. DOI: 10.1093/elt/ccu013
Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63-88. DOI: 10.1002/tesq.53
Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource. ELT Journal, 64(2), 143-155. DOI: 10.1093/elt/ccp051
Book Chapters
Sayer, P. and Ataei, S. (2022). Observation and ethnographic methods for researching young language learners. In Y.G. Butler & B. Huang (Eds.), Research methods for understanding child second language development (pp. 11-31). London & New York: Routledge.
Sayer, P. (2020). Ethnographic language learning projects through the linguistic landscape. In D. Malinowski, H. Maxim, & S. Dubrell (Eds.), Language teaching in the linguistic landscape: Mobilizing pedagogy in the public space (327-347). Cham, Switzerland: Springer.
Henderson, K. and Sayer, P. (2020). Translanguaging and language ideology: Implications of the mixed language practices of bilingual youth in Texas. In J. MacSwan and C. Faltis (Eds.), Critical perspectives on codeswitching in classroom settings: Language practices for multilingual teaching and learning (p. 207-224). New York: Routledge/Center of Applied Linguistics.
Sayer, P. and Ban, R. (2019). Research on learning English outside the classroom. In S. Garton and F. Copland (Eds.), Routledge handbook of teaching English to young learners (pp. 441-457). London & New York: Routledge.
Sayer, P., Malabarba, T.,and Moore, L. (2019). Teaching EFL in marginalized contexts. In H. Nguyen and T. Malabarba(Eds.), Conversation analytic perspectives on English language learning, teaching and testing in global contexts (pp. 267-293).Bristol, UK: Multilingual Matters.
Special issues
Sayer, P., Yi, Y., & Shin, D-S. (2021). The rise of anti-Asian discrimination and a call for anti-racist pedagogy: TESOL educators respond. TESOL Journal, 12(3): 1-2. DOI: 10.1002/tesj.629.
Butler, Y.G., Sayer, P., and Huang, B. (Eds.) (2018). System – Special Issue on Social Class/SES and Young Learners of English as a Global Language.
Book reviews
Sayer, P. (2022). Review of Rosa, J. (2019). Looking Like a Language, Sounding Like a Race: Raciolinguistic Ideologies and the Learning of Latinidad. In Anthropology &Education Quarterly, 53(3): 298-300. DOI: 10.1111/aeq.12405
Sayer, P. (2018). Review of Hornberger, N. (Ed.) (2017). Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education. In Language and Education, 32(2), 192-193. DOI: 10.1080/09500782.2017.1397688