An autoethnographic approach to (not) teaching about the coronation

Abstract

Abstract This paper presents an autoethnographic account of teaching about the 2023 coronation of the United Kingdom’s new king as part of ESL lessons in a German school. It argues for the need to practice a postcolonial approach to ELT, focusing specifically on the identity of a teacher from a former British colony. To that extent, the paper argues the need for a conscious debate around hegemonial structures when it comes to teaching and learning English from the very beginning, using colonialism as a critical thematic unit.