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The Latin alphabet, as an alphabet of Serbian language, is taught in the second term of the second grade of primary school. The specificity of learning the Latin alphabet lies in the fact that pupils are already literate at this stage. The First Grade Primary School Curriculum (2004) allows teachers to choose one of the three methods of teaching letters – monographic, group or complex method. In addition, there is no specific order prescribed for teaching the letters of the first alpha­ bet. The letters are grouped freely, in accordance with linguistic and methodological principles. The Second Grade Primary School Curriculum (2004) prescribes only one method of the Latin alphabet teaching and learning, including the order in which the letters should be introduced. The curricular framework for learning the Cyrillic alphabet allows teachers to choose one out of three methods. When it comes to learning the Latin alphabet, the curricular contents are strictly de­ fined – the letters are to be taught in groups and in a specific order. It is unclear why, at the begin­ ning of learning how to write, and when it is assumed that not all children have mastered reading and writing, the selection of methods is quite open and free, whereas in the second grade, when pupils already know to write in Cyrillic, the curriculum prescribes the exact order in which the letters should be taught and learned. The paper analyses the curricular contents related to learning the Latin alphabet. The goal of the conducted research was to analyse the curricular solutions for teaching and learning the Latin alphabet as the second alphabet as well as the textbooks used for this purpose. Descriptive method was used in the research, while the analysis of the pedagogical documentation was the se­

Methodological problems in the curricular framework for learning the Latin alphabet as the second alphabet in Serbian language teaching