Attitudes of Multilingual Individuals toward Stuttering and Cluttering: Evidence from University Foreign Language...

This study assessed multilingual individuals' attitudes toward stuttering and cluttering, using Chinese university foreign language majors as a sample. It employed the standardized Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) and the Public Opinion Survey of Human Attributes-Cluttering (POSHA-Cl). It further examined whether multilingual background and survey format influenced participants' attitudes.

A total of 222 foreign language majors from three northeastern Chinese universities participated. Each university's cohort was randomly assigned to complete either the POSHA-S, POSHA-Cl, or a combined version of the instrument. The questionnaires, validated in Simplified Chinese, assessed participants' attitudes toward stuttering and cluttering by measuring domains such as beliefs and self-reactions. Statistical analyses included descriptive statistics and group comparisons, referencing published data from other Chinese student groups and international databases.

Foreign language majors generally held less positive and less informed attitudes toward stuttering and cluttering than international averages. Knowledge and experience related to stuttering and cluttering were relatively limited, and Accommodating/Helping scores ranked near the bottom of the international POSHA-S database and POSHA-Cl database, with misconceptions about the causes of these conditions and appropriate sources of help also evident. These patterns were reflected in this sample's consistently low scores and percentile rankings when compared with international benchmarks. Attitudes among foreign language majors were similar to those reported for other Chinese university students in general majors but were less positive than those of Chinese speech-language pathology students reported in previous domestic studies. The survey format (separate vs. combined POSHA-S and POSHA-Cl) had no effect on attitude scores.

Multilingual education alone may not foster greater acceptance of communicative diversity; broader cultural and educational factors, such as societal emphasis on standard language and limited exposure to neurodiversity, may play a more influential role. The findings highlight the need for targeted education and greater inclusion of neurodiversity concepts in higher education to reduce stigma and promote acceptance.