Abstract
Interpreter Training Programs (ITPs) are tasked with the responsibility of preparing prospective interpreters for certification and work in the professional field. Many ITPs focus on the student’s development of technical skills required for interpreting but ignore the cultivation of the student as a whole (Smith & Maroney, 2018). There currently is limited research concerning the importance of self-confidence in interpreters.
The purpose of this study is to show the significance of self-esteem and self-efficacy on novice interpreter success. Furthermore, the present study investigates the possible use of high-power poses for interpreters coping with lack of confidence. Prospective and novice American Sign Language/English interpreters in the state of Texas were surveyed to explore their levels of self-esteem and self-efficacy as well as gauge their self-perceived levels of competence and confidence. A small sample of prospective and novice interpreters were also interviewed to test the use of high-power poses and explore confidence at a deeper level than ascertained from the survey.
Results from the survey and interview illustrate the crucial role that confidence plays on interpreter success. They also display the link between competence and confidence. Additionally, coping mechanisms are suggested for dealing with stressful scenarios, including implementation of high-power poses.
Exit Requirement
Thesis
Date of Award
6-10-2020
Degree Name
Master of Arts in Interpreting Studies
Committee Chair
Amanda Smith
Committee Member
Elisa Maroney
Committee Member
Tyriibah Royal
Committee Member
Amber Galloway
Keywords
Competence, Confidence, Self-Efficacy, Self-Esteem, Novice, Signed Language Interpreter
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education | Other Languages, Societies, and Cultures | Personality and Social Contexts
Recommended Citation
Moore, K. (2020). Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/62
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Included in
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