<![CDATA[This study investigates phonological interference in the English pronunciation of young multilingual learners in Medan, a city characterized by extensive linguistic diversity. Within this multilingual environment—dominated by Bahasa Indonesia alongside regional languages such as Batak and Malay, second language acquisition is shaped significantly, particularly in phonological development. Focusing on voiced and voiceless consonants, the research identifies recurring interference patterns, including devoicing, fronting, and stopping. Data were collected from ten participants aged 7–15 through a reading task featuring English words with target consonants. The analysis revealed systematic deviations such as /ʃ/ → /s/, /z/ → /s/, /v/ → /f/, and /θ/ → /t/, demonstrating the influence of native phonological systems on English pronunciation. Using Generative Phonology as the theoretical lens, the study shows that learners often simplify or substitute complex sounds in accordance with their linguistic background, underscoring the role of first‑language rules in shaping second‑language performance. The findings carry important pedagogical implications. Teachers working in multilingual contexts like Medan should employ contrastive phonology approaches, minimal pair drills, and targeted pronunciation exercises to help learners distinguish and produce sounds absent in their native languages. Curriculum designers and policymakers are encouraged to integrate phonological awareness training into English language programs, ensuring systematic exposure to problematic sounds. Beyond classroom practice, the study contributes to broader debates on multilingual education, illustrating how theoretical frameworks such as Generative Phonology can inform practical strategies for improving second‑language acquisition. By bridging theory and pedagogy, this research enriches the understanding of phonological development in complex multilingual settings and provides a foundation for future investigations into language interference across diverse linguistic communities.]]>
