Research has shown that punitive and exclusionary forms of discipline in schools generate collateral damage and negatively affect the academic achievement of learners (see Perry & Morris, 2014). For students of color, traditional punitive and exclusionary policies affect them at a disproportionate rate (Gregory, Skiba, & Mediratta, 2017). This is certainly true for English learners (ELs), who experienced a dramatic 10-percentage-point increase in suspension rates from elementary schools to middle school in 2013 (Terry, 2017) and who generally have much larger suspension and expulsion rates than their non-EL counterparts. These statements are further evidenced by Burke (2015), who found that approximately 3% of ELs and non-ELs were suspended or expelled in elementary school, and by Received: 29 August 2019 | Revised: 14 April 2020 | Accepted: 16 April 2020 DOI: 10.1002/tesj.523

中文翻译：

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恢复性和社区建设实践作为英语学习者的社会正义

研究表明，学校中的惩罚性和排斥性纪律形式会产生附带损害，并对学习者的学业成绩产生负面影响（见 Perry & Morris，2014 年）。对于有色人种学生而言，传统的惩罚性和排斥性政策对他们的影响不成比例（Gregory、Skiba 和 Mediratta，2017 年）。对于英语学习者 (EL) 来说，这当然是正确的，他们在 2013 年从小学到中学的停学率急剧增加了 10 个百分点（Terry，2017 年），并且他们的停学和开除率通常比非学生高得多。 -EL 同行。Burke（2015 年）进一步证明了这些陈述，他发现大约 3% 的 EL 和非 EL 被小学停学或开除，并于 2019 年 8 月 29 日收到 | 修改：2020 年 4 月 14 日 | 接受：2020 年 4 月 16 日 DOI：10.1002/tesj.523