It is estimated that around 750,000 Asian Indians came to the Caribbean between 1838-1917 as indentured labourers, bound to fixed terms of employment. Only a quarter returned to India at the end of their contracts. Of the rest, about 430,000 remained in the British Caribbean, the most popular locations being Guyana, which was on the South American mainland, and the islands of Trinidad and Tobago. Like the enslaved Africans, the labourers came from a variety of social and cultural backgrounds, most originating from Bihar, the Punjab, Bombay and Madras. They gradually gave up or adapted their own languages and traditions to fit the local situation. This process is known as creolisation (a creole is someone who lives in a colony but is not part of the colony's original population). Their descendants are referred to as Indo-Caribbean and, as part of the continuing dispersal of people from the former British colonies, many have moved on to establish communities in Britain, Canada, the USA and elsewhere.

The author V S Naipaul was born in 1932 in Chaguanas, Trinidad to a second-generation Indian. In 2001 he was awarded the Nobel Prize for Literature and in these extracts from his acceptance speech he recalls scenes from his childhood.

My grandmother's house in Chaguanas was in two parts. The front part, of bricks and plaster, was painted white. It was like a kind of Indian house, with a grand balustraded terrace on the upper floor, and a prayer-room on the floor above that. It was ambitious in its decorative detail, with lotus capitals on pillars, and sculptures of Hindu deities, all done by people working only from a memory of things in India. In Trinidad it was an architectural oddity. At the back of this house, and joined to it by an upper bridge room, was a timber building in the French Caribbean style. The entrance gate was at the side, between the two houses. It was a tall gate of corrugated iron on a wooden frame. It made for a fierce kind of privacy.

So as a child I had this sense of two worlds, the world outside that tall corrugated-iron gate, and the world at home - or, at any rate, the world of my grandmother's house. It was a remnant of our caste sense, the thing that excluded and shut out. In Trinidad, where as new arrivals we were a disadvantaged community, that excluding idea was a kind of protection; it enabled us - for the time being, and only for the time being - to live in our own way and according to our own rules, to live in our own fading India. It made for an extraordinary self-centredness. We looked inwards; we lived out our days; the world outside existed in a kind of darkness; we inquired about nothing.

There was a Muslim shop next door. The little loggia of my grandmother's shop ended against his blank wall. The man's name was Mian. That was all that we knew of him and his family. I suppose we must have seen him, but I have no mental picture of him now. We knew nothing of Muslims. This idea of strangeness, of the thing to be kept outside, extended even to other Hindus. For example, we ate rice in the middle of the day, and wheat in the evenings. There were some extraordinary people who reversed this natural order and ate rice in the evenings....

The world outside existed in a kind of darkness; and we inquired about nothing. I was just old enough to have some idea of the Indian epics, the Ramayana in particular. The children who came five years or so after me in our extended family didn't have this luck. No one taught us Hindi. Sometimes someone wrote out the alphabet for us to learn, and that was that; we were expected to do the rest ourselves. So, as English penetrated, we began to lose our language. My grandmother's house was full of religion; there were many ceremonies and readings, some of which went on for days. But no one explained or translated for us who could no longer follow the language. So our ancestral faith receded, became mysterious, not pertinent to our day-to-day life.

We made no inquiries about India or about the families people had left behind. When our ways of thinking had changed, and we wished to know, it was too late....

Away from this world of my grandmother's house, where we ate rice in the middle of the day and wheat in the evenings, there was the great unknown - in this island of only 400,000 people. There were the African or African-derived people who were the majority. They were policemen; they were teachers. One of them was my very first teacher at the Chaguanas Government School; I remembered her with adoration for years. There was the capital, where very soon we would all have to go for education and jobs, and where we would settle permanently, among strangers. There were the white people, not all of them English; and the Portuguese and the Chinese, at one time also immigrants like us. And, more mysterious than these, were the people we called Spanish, 'pagnols, mixed people of warm brown complexions who came from the Spanish time, before the island was detached from Venezuela and the Spanish Empire - a kind of history absolutely beyond my child's comprehension.

In Trinidad, bright boy though I was, I was surrounded by areas of darkness. School elucidated nothing for me. I was crammed with facts and formulas. Everything had to be learned by heart; everything was abstract for me. Again, I do not believe there was a plan or plot to make our courses like that. What we were getting was standard school learning. In another setting it would have made sense. And at least some of the failing would have lain in me. With my limited social background it was hard for me imaginatively to enter into other societies or societies that were far away....

When I became a writer those areas of darkness around me as a child became my subjects. The land; the aborigines; the New World; the colony; the history; India; the Muslim world, to which I also felt myself related; Africa; and then England, where I was doing my writing.

The full text of Naipaul's lecture is on the Nobel Prize website.