Mariana Lima Becker

Assistant Professor

University of Georgia

United States

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About

Mariana Lima Becker is an Assistant Professor at the University of Georgia in the United States. Her research focuses on bilingual education, transnational childhoods, and the experiences of immigrant children, particularly in relation to their emotional-cognitive development and the impact of digital play. Recent publications include studies on dual language programs and children's cultural identities in transnational contexts.

Articles (14)

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2025

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2021

Collaborators (1)

Eunhye Flavin

Assistant Professor

Stonehill College

UNITED STATES

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Mariana Lima Becker

Research Interests

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Articles (14)

Relational Bleeding, Bending, and Diffraction: Brazilian Transnational Children's Transgressive Digital Play on Roblox

Feeling Saudade : Transborder Brazilian children’s critical consciousness in liminal zones of dual language bilingual education classrooms

“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program

A memória e o direito de fala para além das fronteiras: produções visuais de crianças migrantes no Brasil e nos Estados Unidos

Brokering and (Re)membering: Immigrant Children’s In/visible Work of Implementing a Two-Way Dual Language Bilingual Education Program and Educators’ Perceptions

Understanding Second Language Learners’ Emotional-Cognitive Development through Division of Labor Collaboration

Unboxing care: Constructions of happiness and gratitude in a Brazilian transnational family’s video production in the United States

“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States

Brazil is my cousin, the U.S. has parks: Children’s construction of Brazil and the United States in a bilingual education program

The social-interactional perspectives in the studies of special education and autism: an interview with Kristen Bottema-Beutel and Juliene Madureira Ferreira

Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program

Breaking nation: Brazilian transnational children’s construction of belonging in bilingual classrooms

Constructing the (Un)Readiness of Brazilian Immigrant Children in One Elementary School

Gratidão, gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education

Collaborators (1)

Eunhye Flavin

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