ABSTRACT
The postmethod pedagogy recognizes the language teacher as a key factor in facilitating the process of learning. However, teachers can play this role only if they possess "the knowledge and skill, attitude, and autonomy necessary to construct their own context-sensitive theory of practice". This case study took place in Serbia and examined the effects of an innovative professional development (PD) programme for primary teachers of English accredited under the name Theme-Based Instruction in Teaching English to Young Learners in the 2017-2018 school year. Although English has been a compulsory school subject from primary grade 1 in Serbia since 2003, until 2014 there had been no PD programmes for English language teachers targeting content-based instruction at young age. The focus in the PD programme was to engage L2 teachers in new applications of existing knowledge and Teaching English to Young Learners experience and to develop new knowledge and Theme-Based Instruction teaching strategies in collaborative work.
