This book provides curriculum planners, materials developers, and language educators with curricular perspectives and classroom activities in order to address the needs of learners of English as a global lingua franca in an increasingly globalized and interdependent world. The authors argue that language educators would benefit from synthesizing and using research and evidence-based cooperative learning methods and structures to address the current world-readiness standards for learning languages in the five domains of Communication, Cultures, Connections, Comparisons, and Communities. The book outlines the main cooperative learning principles of heterogenous grouping, positive interdependence, individual accountability, social/collaborative skills, and group processing, then demonstrates their relevance to language teaching and learning. This book will be of interest to students in pre-service teacher education programmes as well as in-service practitioners, teacher trainers and educational administrators.

Modernism in British arts, literature and philosophy is manifest as a unique thing around and after 1900. This paradigm shift in all arts and modern science made traditional beliefs, norms, and social patterns obsolete. Forerunners were 19th-century intellectuals, who favoured a new and lively spiritual culture. A new concept of reality not only changed the view of nature (atomic physics) but also the structure and gist of literature. As the belief in the visible world declined, consciousness and symbolism (surface and depth structures) occupied the focus of attention. Literature became an autonomous field. From artistic subjectivity modernism led the way to crystallizing creations of complex imaginative structures. Simultaneously, neorealism in philosophy and relativity in physics substituted a worn-out mechanistic world picture by a scientific reality reaching far beyond the visible world.