Following the view of translation as communication, we are now going to look at issues of planning and classroom methodology for the use of translation activities as effective tools in the foreign language classroom. These considerations have been designed for language teachers who want to exploit translation activities as a complementary method for communicative language teaching. Some of the ideas, however, may also apply in the case of translation-specific modules within a modern languages degree.

Traditional exercises of the type 'translate the following sentences.…' created a monolithic classroom structure focused around the teacher, something that Kiraly dubs 'performance magistrale' (Kiraly, 1995). The texts used are decontextualized and students end up translating 'for the teacher'.

Using translation effectively in the language classroom, however, implies both a view of translation as a communicative activity embedded in a specific context, and careful examination of its role within a particular classroom, syllabus or programme.