Teaching students with stuttering as speaking disfluency: A phenomenological study

Abstract

This qualitative-phenomenological study seeks to explore the experiences of English teachers regarding students' stuttering as disfluency in the classroom in the Mambago-B National High School. Six English teachers participated in a semi-structured in-depth interview (IDI). Participants' teaching experiences toward learners who stuttered revealed three themes, including limited class participation, difficulty in teaching and communication, and reluctance to remediation. From their coping strategies emerged three themes comprising a supportive teaching-learning environment, adaptive instruction, and peer consultation. Their insights showed three themes consisting of a supportive environment, self-empowerment, and a speaking-focused curriculum of a supportive environment, and a speaking-focused curriculum. The results implied that English teachers need to develop strategies to involve students in speaking activities to enhance their speaking skills and alleviate their stuttering problems in the classroom.