This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.

Since the end of the Second World War over half a century ago, Japan has re-established a high profile membership within the global economy and international community of politics and diplomacy, although experiences of the War remain a live issue to many. The Japanese Emperor's state visit prompted a re-examination of war responsibility, restitution and reparation and apology concerning the Japanese military aggression and atrocities perpetrated during the Second World War and the period leading up to it. As a point of departure of this book, the author asks what it is to remember and to forget the past and how people's understanding and memories of the past shape the way they handle the issue of war responsibility. In this book, the author aims to examine reconciliation, and other related issues of the consequences of the war and post-war conflict as a discursive practice of remembering.