{"id":{"repo_id":"potsdam-thes","oai_identifier":"oai:kobv.de-opus4-uni-potsdam:69830"},"canonical_url":"https://search.dev.ndltd.org/etd/potsdam-thes/oai:kobv.de-opus4-uni-potsdam:69830","repository":{"repo_id":"potsdam-thes","name":"Universität Potsdam - Thes","base_url":"https://publishup.uni-potsdam.de/opus4-ubp/oai"},"display":{"title":"SHRINE A world englishes approach to english language teaching","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Rütten, Mattis"],"institution":"Universität Potsdam","degree_name":null,"degree_level":"master","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Latić, Denisa","Wolf, Hans-Georg"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-27","date_published":"2026-01-27","updated_at":"2026-07-24T03:52:15Z","subjects":["world Englishes","English as a foreign language","English language teaching","linguistic diversity","teacher education","Englisch als Fremdsprache","Englischdidaktik","sprachliche Vielfalt","Lehrkräftebildung"],"languages":[],"rights":["CC-BY - Namensnennung 4.0 International"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://publishup.uni-potsdam.de/frontdoor/index/index/docId/69830","outbound_label":"Repository record","outbound_source":"source_url"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Latić, Denisa","Wolf, Hans-Georg"]},{"key":"dc:creator","label":"Author","values":["Rütten, Mattis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Universität Potsdam"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["master"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Universität Potsdam"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["world Englishes","English as a foreign language","English language teaching","linguistic diversity","teacher education","Englisch als Fremdsprache","Englischdidaktik","sprachliche Vielfalt","Lehrkräftebildung"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["CC-BY - Namensnennung 4.0 International"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.","Diese Arbeit stellt das SHRINE-Modell vor, ein didaktisches Rahmenkonzept zur Integration von World Englishes in den Englischunterricht als Fremdsprache (EFL). Obwohl die sprachwissenschaftliche Forschung seit langem die globale Vielfalt des Englischen und seine Entwicklung durch Sprachkontakt, Migration und soziopolitische Prozesse beschreibt, wurden diese Erkenntnisse bislang nur teilweise in konkrete Unterrichtspraktiken übertragen. Viele theoretische Modelle erklären, wie sich verschiedene Varietäten des Englischen entwickeln, bieten jedoch nur selten systematische Werkzeuge für deren didaktische Umsetzung im Unterricht. Das SHRINE-Modell setzt genau an dieser Stelle an, indem es zentrale Erkenntnisse der Soziolinguistik in eine strukturierte didaktische Heuristik überführt. Das Modell besteht aus sechs analytischen Komponenten: Substrate Identification, Historical Context, Regional Linguistic Influence, Integration in the Superstrate, Narrative and Representation sowie Enduring Impact. Diese Dimensionen bilden gemeinsam eine wiederholbare Analyseabfolge, die Lehrkräften ermöglicht, verschiedene Varietäten des Englischen zu untersuchen und in Unterrichtsplanung, Materialauswahl und Klassendiskussion zu integrieren. Zur Untersuchung des didaktischen Potenzials des SHRINE-Modells wurde ein Mixed-Methods-Design verwendet, das quantitative und qualitative Datenerhebungen kombiniert. Die quantitative Analyse basiert auf Likert-Skalen-Items zu den sechs SHRINE-Dimensionen, während die qualitative Analyse offene Antworten von Englischlehrkräften und Lehramtsstudierenden auswertet, die ihre Erfahrungen, Herausforderungen und Einschätzungen zur Behandlung sprachlicher Vielfalt im Englischunterricht beschreiben. Die Ergebnisse zeigen eine insgesamt hohe Zustimmung zur pädagogischen Relevanz sprachlicher Vielfalt sowie zur Verständlichkeit mehrerer SHRINE-Komponenten, insbesondere in Bezug auf historische Kontexte und Sprachkontakt. Gleichzeitig weisen die Teilnehmenden auf institutionelle Herausforderungen hin, etwa fehlende curriculare Vorgaben oder eine unzureichende Berücksichtigung von World Englishes in der Lehrkräfteausbildung. Die Ergebnisse legen nahe, dass Lehrkräfte die Bedeutung sprachlicher Variation im Englischunterricht zwar anerkennen, jedoch häufig strukturierte didaktische Werkzeuge für deren Umsetzung vermissen. Die Studie versteht das SHRINE-Modell daher als Brücke zwischen sprachwissenschaftlicher Theorie und Unterrichtspraxis. Durch die Übertragung komplexer theoretischer Konzepte in ein zugängliches Analyse- und Planungsinstrument leistet das Modell einen Beitrag zur Diskussion darüber, wie World Englishes und sprachliche Vielfalt systematisch in den Englischunterricht integriert werden können."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["SHRINE A world englishes approach to english language teaching","SHRINE: Ein World-Englishes-Ansatz für die Englischdidaktik"]}]}],"canonical_facts":{"dc:contributor":["Latić, Denisa","Wolf, Hans-Georg"],"dc:creator":["Rütten, Mattis"],"dc:description.abstract":["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.","Diese Arbeit stellt das SHRINE-Modell vor, ein didaktisches Rahmenkonzept zur Integration von World Englishes in den Englischunterricht als Fremdsprache (EFL). Obwohl die sprachwissenschaftliche Forschung seit langem die globale Vielfalt des Englischen und seine Entwicklung durch Sprachkontakt, Migration und soziopolitische Prozesse beschreibt, wurden diese Erkenntnisse bislang nur teilweise in konkrete Unterrichtspraktiken übertragen. Viele theoretische Modelle erklären, wie sich verschiedene Varietäten des Englischen entwickeln, bieten jedoch nur selten systematische Werkzeuge für deren didaktische Umsetzung im Unterricht. Das SHRINE-Modell setzt genau an dieser Stelle an, indem es zentrale Erkenntnisse der Soziolinguistik in eine strukturierte didaktische Heuristik überführt. Das Modell besteht aus sechs analytischen Komponenten: Substrate Identification, Historical Context, Regional Linguistic Influence, Integration in the Superstrate, Narrative and Representation sowie Enduring Impact. Diese Dimensionen bilden gemeinsam eine wiederholbare Analyseabfolge, die Lehrkräften ermöglicht, verschiedene Varietäten des Englischen zu untersuchen und in Unterrichtsplanung, Materialauswahl und Klassendiskussion zu integrieren. Zur Untersuchung des didaktischen Potenzials des SHRINE-Modells wurde ein Mixed-Methods-Design verwendet, das quantitative und qualitative Datenerhebungen kombiniert. Die quantitative Analyse basiert auf Likert-Skalen-Items zu den sechs SHRINE-Dimensionen, während die qualitative Analyse offene Antworten von Englischlehrkräften und Lehramtsstudierenden auswertet, die ihre Erfahrungen, Herausforderungen und Einschätzungen zur Behandlung sprachlicher Vielfalt im Englischunterricht beschreiben. Die Ergebnisse zeigen eine insgesamt hohe Zustimmung zur pädagogischen Relevanz sprachlicher Vielfalt sowie zur Verständlichkeit mehrerer SHRINE-Komponenten, insbesondere in Bezug auf historische Kontexte und Sprachkontakt. Gleichzeitig weisen die Teilnehmenden auf institutionelle Herausforderungen hin, etwa fehlende curriculare Vorgaben oder eine unzureichende Berücksichtigung von World Englishes in der Lehrkräfteausbildung. Die Ergebnisse legen nahe, dass Lehrkräfte die Bedeutung sprachlicher Variation im Englischunterricht zwar anerkennen, jedoch häufig strukturierte didaktische Werkzeuge für deren Umsetzung vermissen. Die Studie versteht das SHRINE-Modell daher als Brücke zwischen sprachwissenschaftlicher Theorie und Unterrichtspraxis. Durch die Übertragung komplexer theoretischer Konzepte in ein zugängliches Analyse- und Planungsinstrument leistet das Modell einen Beitrag zur Diskussion darüber, wie World Englishes und sprachliche Vielfalt systematisch in den Englischunterricht integriert werden können."],"dc:format.medium":["application/pdf"],"dc:publisher":["Universität Potsdam"],"dc:rights":["CC-BY - Namensnennung 4.0 International"],"dc:subject":["world Englishes","English as a foreign language","English language teaching","linguistic diversity","teacher education","Englisch als Fremdsprache","Englischdidaktik","sprachliche Vielfalt","Lehrkräftebildung"],"dc:title":["SHRINE A world englishes approach to english language teaching","SHRINE: Ein World-Englishes-Ansatz für die Englischdidaktik"],"dc:type":["masterThesis"],"thesis:degree_level":["master"],"thesis:institution_name":["Universität Potsdam"]},"updated_at":"2026-07-24T03:52:15Z"}