Students are prepared for discussions and presentations and read, analyse and write expository and argumentative reports and essays. Classes for these mature students will be more interactive and include projects based on visits to cultural centres. Experiential learning will be emphasized. Materials will focus on current issues from readings from National Geographic, newspapers and current affairs from BBC, CNN and local news. Timing of classes have been reduced to 4 hours in the morning, with skill-based tutorials for grammar and speaking in the afternoon. The 6 levels of the old ELPP will be reduced to 3 - two month levels (Foundation, Intermediate and Advanced).
Regionalism had already given rise to a floodtide of literature critical of its development or determined to justify it as a necessity for world security. Some critics were arguing that economic unions and common markets distorted the logic of a universal division of labor, and that regional military planning was made both impossible and obsolete. On the other hand, the defenders of the pattern were invoking the necessities of the cold war.  By the 1960s a number of important changes in international politics – the easing of the intensity of the Cold War, the independence of new states that had been part of colonial empires, the successful initiation of the European integration experience – gave rise to a new range of questions about regionalism. According to Nye the new international environment made "the collective security and military defense focus of the writings in the early 1950s seem at best quaint and at worst misleading". 
In the wake of Parrington’s attempt to reconcile the rise of realism and naturalism with an essentially romantic tradition ( Parrington 1930 ), interest in the rise of these movements has occurred in waves. In particular, efforts to provide large-scale summaries reflect the attention to social problems in 1960s, and the influence of—and reaction to—post-structuralism and cultural criticism in the 1980s. In all cases, however, comprehensive hypotheses about the nature of realism and naturalism remain grounded, to a large extent, in the political, economic, and cultural history of the late 19th century. Berthoff 1965 , Pizer 1984 , and Lehan 2005 represent attempts to accommodate the horizons established by Parrington’s definition of the study of literary form. Kaplan 1988 , Borus 1989 , and Bell 1993 each make valuable contributions to the new historicist reexamination of naturalism. Murphy 1987 offers one of the few comprehensive accounts of realism within dramatic literature.