<![CDATA[The reinstatement of English as a primary school subject in Indonesia has exposed a policy-practice gap. In Yogyakarta, around 90% of primary English teachers are generalist classroom teachers who lack formal training in English Language Teaching (ELT). This situation contributes to language anxiety and dependence on largely unadapted commercial English textbooks. This study investigated a six-month blended workshop-and-mentoring professional-development initiative designed to support non-specialist teachers in evaluating, adapting, and developing contextualized English materials. Guided by Needs Analysis, the study employed a convergent parallel mixed-methods design using baseline diagnostics, a post-intervention exit questionnaire, open-ended reflections and mentorship records. The findings indicate stronger self-reported understanding and confidence in materials evaluation and adaptation, while qualitative reflections suggest a perceived shift from passive textbook use toward more active evaluation, adaptation, and contextualization of materials. Teachers also identified longer-term needs for shared digital resource repositories, localized Communities of Practice, equitable university support, and future-ready pedagogical development. The study concludes that primary EFL curriculum reform should be accompanied by sustained, ecologically responsive professional-learning systems rather than one-off training.]]>
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