ABSTRACT
This chapter examines possibilities of using translation in language education, by emphasizing the role that can be played by the intralingual mode of translation, as opposed to the interlingual mode. More specifically, it is argued that intralingual translation may fruitfully be used within various contexts in language education. Based on previous research, this chapter highlights two examples which seem to be representative of the possible scope of intralingual translation within language education: The first focuses on the possible use of intralingual translation within the context of translanguaging in mixed classrooms, where the intralingual mode may be used as a tool for enabling monolingual students who work in the same classroom with bi- or multilingual ones to experience translation. The second focuses on problematic aspects of teaching Ancient Greek through the so-called school translation in the Greek educational system, to suggest new ways of practising the intralingual mode in teaching diachronic variation. Both examples underline the need to adopt a functionalist approach to intralingual translation. The ultimate aim is to show that intralingual translation is relevant not simply for translation studies, but also for other disciplines.
