The work of experienced and student lower primary teachers in three schools in Southern Malawi was studied, using lesson observations, interviews and pupil tests. The use teachers make of songs is given as an example of how they use oral culture. The function of songs in lessons is mainly to manage the class rather than to teach content, in contrast to the emphasis in official curriculum materials. The ways in which songs indirectly support learning by ameliorating some of the difficult teaching and learning conditions are described. It is argued that teachers respond to the situation of the learners as a group, which leads to a critical examination of common interpretations of learner-centred teaching. Several implications of the study for teacher education and research are highlighted.