María Dolores García-Pastor and Ronan Miller offer a talk on anxiety, dysphemia and teaching and learning of English as foreign language (ILE) at the international conference «Special Needs in a Multimodal World: Research and Practice in Higher Education» (snemHE) 2017.

Pupils with dysphemia are to be considered pupils with special educational needs: The researchers show that pupils with dysphemia experience higher levels of anxiety than those who do not stutter in reading and oral expression. Writing, on the contrary, does not produce anxiety to these pupils unlike some writing assignments in non-dysphemic pupils. In oral comprehension, however, pupils with dysphemia show slightly higher levels of anxiety than pupils that do not suffer from this condition. One of the conclusions of this work is that in spite of the importance of oral communication in a foreign language, writing in general contributes to reducing anxiety in pupils with dysphemia in the teaching of English, and thus it should be encouraged for this pupils along with certain writing assignments that do not produce anxiety in non-dysphemic pupils. It is also emphasised that patience, inclusion, understanding and collaboration are the four aspects that these pupils demand from teachers.