A Brazilian English teacher is preparing a lesson on global communication. She decides to include a video interview with a Kenyan scientist, a podcast by a Singaporean entrepreneur, and a blog post written by a German student—all in English. Her students notice differences in pronunciation, vocabulary, and expressions, and some express confusion about which version of English is “correct.” This situation raises important questions about the concept of “World Englishes” and how English teachers should address linguistic diversity in the classroom. Considering the context described and on the base text of Metodologia de Ensino de Língua Inglesa – Lesson 1, Theme 1, analyze the teacher’s approach and select the alternative that best reflects the pedagogical value of incorporating “World Englishes” into English language teaching: A The teacher should avoid using non-native English materials to prevent confusion and maintain standard language norms. B The teacher’s approach is inappropriate because it exposes students to incorrect forms of English. C The teacher should only use materials from native English speakers to ensure students learn the correct pronunciation and grammar. D The teacher’s use of diverse English varieties promotes linguistic awareness and helps students understand the global nature of English.