ABSTRACT
Translation has been present in the teaching and learning of languages throughout the ages. Attitudes towards its use, however, have experienced dramatic changes over time. Today, translation in language learning is undergoing a process of revival, with many teachers and scholars recognising the benefits it can bring to learners (Malmkjaer 1998, 2004, González Davies 2004, Carreres 2006, 2014, Cook 2010, Carreres and Noriega 2011, Pym et al. 2013, Laviosa 2014). The renewed interest among teachers in the role translation can play, and the current surge in research activity in the area, suggest that we are entering a translation turn in language pedagogy. This does not mean, of course, that other approaches do not have a place, too – translation comes to enhance and complement, not displace. But the time has come for teachers to embrace the very great pedagogical potential of translation and to explore it with confidence in the classroom. This volume aims to support teachers and students in that process.
