This thesis introduces the SHRINE model, a pedagogical framework designed to facilitate the integration of World Englishes into English as a Foreign Language (EFL) teaching. Although linguistic research has long recognized the global diversification of English through processes such as language contact, migration, and sociopolitical change, these insights have only partially been translated into practical classroom strategies. Many theoretical models describe how English varieties emerge and evolve, yet they rarely provide teachers with systematic tools for incorporating linguistic diversity into everyday instruction. The SHRINE model addresses this gap by translating sociolinguistic insights into a structured heuristic that supports pedagogical decision-making. The model consists of six analytical components: Substrate Identification, Historical Context, Regional Linguistic Influence, Integration in the Superstrate, Narrative and Representation, and Enduring Impact. Together, these dimensions provide teachers with a repeatable analytical sequence that enables them to examine English varieties and integrate them into lesson planning, material selection, and classroom discussion. To evaluate the pedagogical potential of the SHRINE framework, the study employs a mixed-methods research design combining quantitative survey data with qualitative responses from English teachers and teacher trainees. The quantitative component analyzes responses to Likert-scale items related to the six SHRINE dimensions, while the qualitative component explores participants’ reflections on challenges, opportunities, and practical considerations when addressing linguistic diversity in EFL classrooms. The findings indicate strong overall support for the pedagogical relevance of linguistic diversity and for the conceptual clarity of several SHRINE components, particularly those related to historical context and language contact. At the same time, participants highlighted institutional constraints such as limited curricular guidance and insufficient teacher training on World Englishes. These results suggest that while educators recognize the importance of integrating linguistic variation into English teaching, they often lack structured pedagogical tools to do so effectively. The study therefore positions the SHRINE model as a practical bridge between sociolinguistic theory and classroom practice. By translating complex theoretical insights into an accessible framework for lesson planning and reflection, SHRINE contributes to ongoing discussions on how World Englishes and linguistic diversity can be operationalized in English language education.
Mattis Rütten (Thu,) studied this question.