Cross-Linguistic Phonological Interference in English Learning: Evidence From Spanish-Speaking Children

This paper explores the pronunciation challenges faced by Spanish-speaking children learning English as a second language, focusing on the influence of native language and cultural factors. It analyzes the most common phonetic errors, including vowel substitution, consonant mispronunciation, and difficulties with stress, rhythm, and intonation, which arise due to the significant phonological differences between Spanish and English. The paper also examines how cultural attitudes toward language learning, limited exposure to native English speakers, and traditional language teaching practices contribute to the persistence of these pronunciation errors. By emphasizing the importance of increased phonetic awareness, focused pronunciation practice, and culturally responsive teaching methods, the paper offers practical recommendations for language educators to improve pronunciation outcomes. This comprehensive approach highlights the need to integrate pronunciation into the broader language curriculum and foster a supportive learning environment that motivates students to develop clearer, more natural English pronunciation.