UMass Boston

Bilingual/Dual Language Education; Immigration and Education; Children’s Language and Literacy Development; Transnational Literacies; Culturally Responsive Family Engagement; Ethnography

PhD, Curriculum and Instruction, Boston College 

MA, Applied Linguistics, University of Massachusetts Boston 

MA, Linguistics, Universidade Federal de Pernambuco, Brazil 

BA, Letras (Portuguese/English), Universidade Federal de Pernambuco, Brazil

• Lima Becker, M. & Oliveira, G. (2026). Weaving the Personal with/in the Professional: Brazilian Teachers’ Negotiation of Language Policies in a Two-Way Dual Language Bilingual Education Program in the United States. Teaching and Teacher Education. 181, 1-11. https://doi.org/10.1016/j.tate.2026.105713
• Nguyen, A. & Lima Becker, M. (2026). Toward Linguistic Justice: Immigrant Students’ and Families’ Languaging as Pedagogical Disruption of School-Based Literacy Instruction. The Reading Teacher. 80, e70082. https://doi.org/10.1002/trtr.70082
• Lima Becker, M. & Oliveira, G. (2026). Brokering Across Home and School: Brazilian Immigrant Children and Caregivers’ Experiences During Remote Learning in the United States. Harvard Educational Review. 96(1), 99-125. https://doi.org/10.17763/Z5F9Q3J7R
• Lima Becker, M. (2025). Feeling Saudade: Transborder Brazilian Children’s Critical Consciousness in Liminal Zones of Dual Language Bilingual Classrooms. Bilingual Research Journal. 48(1), 25-42. https://doi.org/10.1080/15235882.2024.2368251
• Lima Becker, M. & Corbitt, A. (2025). Relational Bleeding, Bending, and Diffraction: Brazilian Transnational Children’s Transgressive Digital Play on Roblox. Children & Society. https://doi.org/10.1111/chso.12967
• Lima Becker, M. & Oliveira, G. (2024). Brokering and (Re)membering: Immigrant Children’s In/visible Work of Implementing a Two-Way Dual Language Bilingual Education Program and Educators’ Perceptions. Teachers College Record. 126(11-12), 3­31. https://doi.org/10.1177/01614681241311634
• Lucena, C. & Lima Becker, M. (2024). A Memória e o Direito de Fala Para Além das Fronteiras: Produções Visuais de Crianças Migrantes no Brasil e nos Estados Unidos. Revista Calidoscópio. 22(2), 394-415. https://doi.org/10.4013/cld.2024.215.08
• Urbanski, K. B. & Lima Becker, M. (2024). Understanding second language learners’ emotional-cognitive development through division-of-labor collaboration. Language Teaching and Research Quarterly. 46, 260-279. https://doi.org/10.32038/ltrq.2024.46.17
• Corbitt, A. & Lima Becker, M. (2024). Locating Critical Play: Clipping and (Re)placement as Methods of Access and Transnational Imagining. Learning, Media and Technology. https://doi.org/10.1080/17439884.2024.2439555
• Oliveira, O. & Lima Becker, M. (2024). Transnational Childhoods: Brazilian Im/migrant Children's (In)Visibility Across the Classroom. Journal of Latinos & Education. https://doi.org/10.1080/15348431.2024.2427203
• Cho, E., Lima Becker, M., Hubacz, H., Barbieri, o., & Oliveira, G. (2024). “(Not) the Same as It Was”: Parents’ and Teachers’ Perception of the Impact of COVID-19 on a Bilingual Elementary Program. Language & Education. 38(6), 1008-1026. https://doi.org/10.1080/09500782.2024.2343479
• Lowenhaupt, R., Oliveira, G., Lima Becker, M. & Lai, B. S. (2024). Community Leaders’ Sensemaking of Environmental Jolts: A Case Study of Pandemic Response. Journal of Community Practice. 32(2), 177-197.
• Amory, M. & Lima Becker, M. (2023). Second Language Motivation as Seen through the Lenses of Sociocultural Theory and Dynamic Systems Theory: Are They Commensurable? Journal of Applied Linguistics & Applied Literature: Dynamics and Advances, 11(2), 1-19. https://doi.org/10.22049/jalda.2024.28021.1470  
• Lima Becker, M., & Oliveira, G. (2023). “This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States. TESOL Quarterly, 57(3), 890-915. https://doi.org/10.1002/tesq.3244 
• Lima Becker, M. (2023). Unboxing Care: Constructions of Happiness and Gratitude in a Brazilian Transnational Family’s Video Production in the United States. Journal of Early Childhood Literacy, 23(4), 725-750. https://doi.org/10.1177/14687984211030668
• Lima Becker, M., Oliveira, G., & Alex, V. (2023). Brazil is my cousin, the U.S. has parks: Children’s construction of Brazil and the United States in a bilingual education program. Global Studies of Childhood, 13(1), 16-33. https://doi.org/10.1177/20436106211000759 
• Lima Becker, M., & Oliveira, G. (2022). Breaking nation: Brazilian transnational children’s construction of belonging in bilingual classrooms. Childhood, 29(1), 39-57. https://doi.org/10.1177/09075682211041840 
• Lima Becker, M., Chang-Bacon, C. K., & Oliveira, G. (2022). Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program. International Journal of Bilingual Education and Bilingualism, 25(8), 3068-3083. https://doi.org/10.1080/13670050.2021.2004085 
• Oliveira, G., Lima Becker, M., & Jeon, A. (2021). Gratidão, gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education. Diaspora, Indigenous, and Minority Education, 15(1), 47-60. https://doi.org/10.1080/15595692.2020.1786365 
• Oliveira, G., Lima Becker, M., & Segel, M. (2021). Constructing the (Un)Readiness of Brazilian Immigrant Children in One Elementary School. Multicultural Perspectives, 23(4), 206-216. https://doi.org/10.1080/15210960.2021.1986334 
• Oliveira, G., Lima Becker, M., & Chang-Bacon, C. K. (2020). “Eu sei, I know”: Equity and immigrant experience in a Portuguese‐English dual language bilingual education program. TESOL Quarterly, 54(3), 572-598. https://doi.org/10.1002/tesq.589

Classes Taught

• APLING 614 Foundations of Bilingual/Multicultural Education  
• APLING 701 Issues in Second Language Acquisition