Voice Quality and Phonetics Teaching as an Epistemological Focal Point

What is the relationship between voice quality, teaching practice, and the speech sciences? Our epistemological reflection examines three instructional contexts: phonetics in an academic context, second-language (L2) pronunciation, and clinical phonetics for clinicians. We contrast declarative-explicit and procedural-implicit pedagogical approaches, and we propose innovative contributions to teaching voice/speech production in linguistics and speech pathology using the Laryngeal Articulator Model (Esling et al. 2019), exemplifying the enrichment of teaching by research and vice versa.