ABSTRACT
Having discussed the structure of Creole and the special problems which children influenced by Creole face in the British school system, the question remains as to what practical course of action teachers should take. The situation presented by large numbers of children from different language backgrounds is a fairly new one for British schools, and requires a considerable degree of innovation and adaptation. Often the presence of West Indian children has drawn attention to wider issues which are also of concern to indigenous children; sometimes problems are peculiar to West Indian children. In either case, the arrival of children from different linguistic and cultural backgrounds has given teachers the opportunity to reappraise the content, philosophy and processes of the education they are providing, and the benefits of such a reappraisal will certainly be felt by immigrant and non-immigrant alike.
