ABSTRACT
This chapter introduces dialogic views on the classroom lesson developed by some Japanese teachers and particularly focuses on the Saitou pedagogy developed by Kihaku Saitou and the practitioners that have been influenced by this pedagogy. While Saitou pedagogy is not based on any academic theory nor specifically refers to dialogic pedagogy, it is dialogic nonetheless, and the remarkable feature that makes it dialogic is its insights about what the teacher does to make the lesson dialogic. In this chapter, the Saitou pedagogical view on the teacher’s dialogic lesson preparation and development is introduced by referring to the dialogic theories of Mikhail Bakhtin and through a comparison with other dialogic pedagogical theories.
