According to Rajagopalan (2009), up to three-quarters of global English users are non-native speakers. Therefore, pedagogical practices must reject the "native speaker myth" and the pursuit of a "perfect pronunciation" - concepts that reinforce unequal power relations. Instead, additional-language classrooms should value multiple linguistic varieties, prioritizing intelligibility, identity, and the negotiation of meaning.

Considering pedagogical practices aimed at valuing different linguistic varieties in the classroom, choose the alternative that presents an activity aligned with this perspective.