	This research  concerns  the development of the language teachers in primary schools in Chachoengsao through the integration of postmodern linguistic conceptual framework with the purposes to 1) explore the conditions of learning the English language in primary schools,  2)  develop training model for primary school English teachers based on the requirements of the national curriculum expectation, and 3) study the  effectiveness of the training model.
	The study used quantitative and qualitative research methods for data collection and analyses.  The  population consisted of  210 primary school teachers in Chachoengsao, of which 20 were from 18 schools in seven districts sampled in the study.
	Findings from the school survey indicate that only 16.7% of the teachers obtained English language credentials from accredited universities. In addition, the findings reveal that the main teaching method is rote learning, grammar translation, and use of decontextualized vocabulary.
	The method of professional development consisted of three workshops: 1)  Crosstalk techniques to develop communicative skill, 2)  Identification of units of study and classroom instruction through examination of  the requirements of the national curriculum, and  3)  implementation of Crosstalk in English lessons. The follow-up procedure of monitoring and coaching was conducted at the schools, combined with teachers? seminars to reflect on  the development of the teachers? training progression.
	The professional development model for in-service English language teachers in Chachoengsao is validated on five principles: 1)  empowering the teachers to be efficient in language for communication, 2)  integration of language for communication in demonstration of teaching techniques, 3) implementing  teachers? knowledge and skills acquired from the workshops, 4) monitoring and coaching teacher trainees,  and finally 5) organizing seminars with teachers? input.  
	Findings from the context survey indicated that teachers need continuous development in their English for communication skills. The teacher training model effectively demonstrated that Crosstalk enabled teachers to develop these English skills naturally.  Moreover, the workshops resulted in a strong bond between teachers who shared resources, ideas and experiences from across the community.  Finally, suggestions should be submitted to Chachoengsao Education Office on the professional development of English teachers based on the findings of this research. 
