SOME PHONOLOGICAL SIMILARITIES AND DISTINCTIONS BETWEEN PORTUGUESE AND SPANISH AND THEIR DIDATIC IMPLICATIONS

Abstract

This article focuses on the phonological similarities and discrepancies between Portuguese and Spanish, considering the pedagogical implications of this connection for the teaching of Portuguese as a second language, especially respecting native Spanish speakers. Using a qualitative approach and based on an extensive bibliographic review of specialist authors, such as Coutinho (1976) and Sáez et al. (2002) among others, the study contemplates a historical and phonological perspective of the two languages. Although Portuguese and Spanish share a common origin in Latin and present points of phonological convergence that facilitate the learning process, there are also significant dissonances – such as the presence of open-mid vowels, the variation in the pronunciation of consonants and the phenomenon of monophthongization of diphthongs – that do not coincide in both languages and can represent an important barrier for teachers and students at certain times. Such particularities very often impose specific methodological requirements that go beyond traditional teaching resources and demand a differentiated and contrasting approach to teaching Portuguese that is not always used. We conclude that the historical path of these languages and their distinct developments over the centuries have shaped phonological structures that directly affect the learning of Portuguese as a second language.