ABSTRACT
Now that we have looked in detail at Creole and verbal skills in West Indians, we are in a better position to consider why precisely it might prove to be an obstacle to educational success. The discussion of the last two chapters has made it amply clear that there is nothing inherent in the structure of Creole which makes it inadequate or unsuitable as a vehicle of learning. It is possible, however, that Creole may 'interfere' with the production and comprehension of standard English.
