Facing the Fear: Emotional Adaptation as Innovation in Novice Interpreter Development

Abstract

Abstract

This research explores the physical emotions and reactions I experienced during different stages of interpreting: before, during, and after assignments. These assignments took place in community college classes, where I worked with a variety of teams and encountered a range of courses. The goal was to track how emotions, particularly nervousness and anxiety, changed throughout the interpreting process and how they impacted performance. To gather data, I used a Likert scale before assignments to measure levels of nervousness and included written reflections to provide additional context and identify patterns. A mixed methods approach was used, combining quantitative and qualitative data to examine trends in anxiety and how they related to different interpreting situations. The findings suggest that new assignments and unexpected changes often led to increased fear and anxiety, at times resulting in hesitation to interpret or even declining assignments. This research highlights an often overlooked aspect of interpreting: the emotional experience. While interpreter education programs emphasize message production and ethics, they may not fully prepare interpreters for the emotional and physical demands of the work. These findings suggest that addressing performance anxiety and stress should play a greater role in interpreter education. Ultimately, this study emphasizes the importance of self-awareness and emotional regulation in supporting confidence and overall well-being in the profession.