Part one of the present paper (presented in Vol. 3 No. 1 of this journal) discussed the need for a study of language aptitudes in the Jamaican context and the relevance of J.B. Carroll's theories in the latter respect. The performance of children in tests of language aptitudes and learning potential was studied, and it was suggested that differences in the social-class profiles of schools were related to differences in the average test-scores of those schools. 

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors.