You can read the full email here:
Incorporating “critical grammar” into our pedagogy. This approach challenges the familiar dogma that writing instruction should limit emphasis on grammar/sentence-level issues so as to not put students from multilingual, non-standard “academic” English backgrounds at a disadvantage. Instead, it encourages students to develop a critical awareness of the variety of choices available to them w/ regard to micro-level issues in order to empower them and equip them to push against biases based on “written” accents.
“Addressing Implicit Bias and Accented Speech: Creating a Linguistically Diverse and Inclusive Classroom.”
In other words… “We have given up the impetus to teach proper grammar, because it’s hard for people of color. Instead, we will teach white people to be more tolerant of poor grammar habits.”
Leading and sustaining conversations on language rights as human rights including the “Difficult Dialogues” series co-sponsored by the Center for the Study of Genocide and Human Rights (CGHR) and RELI-led “Addressing Implicit Bias and Accented Speech: Creating a Linguistically Diverse and Inclusive Classroom.”