This paper examines the classroom language use of twelve Ghanaian primary school teachers in grades 3-5 in relation to language in education policy.
In Ghana the use of L1 medium is restricted to the first three years of primary education. However, evidence will be provided to show that most teachers disregard the policy restrictions and use substential quantities of a mixed code in their lessons.
Interestingly, we find dual directional switches (L1-L2 and L2-L1) in our teachers' transcripts. Grouping the type of switches into ten, we provide evidence to show that teachers had pedagogical motivations for their switching practices.
In conclusion, the study suggests that if primary education is to be made effective, it is important that code switching be recognised as a relevant pedagogic methodology for teaching and learning in the Ghanaian primary schools.
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