Use(s) of authentic translation in an integrated plurilingual approach to language learning: A rationale for best practices

Since the advent of the widespread Communicative Approach, especially since the 1980s, translation has either been banned from language learning or has been used following the Grammar-Translation Method, which bears no relation to everyday real-life practices or the professional performances of translators and interpreters. Here, a rationale for the use of translation, understood as a natural plurilingual practice (NPP) embedded in an integrated plurilingual approach (IPA), will be put forward as well as ways to close the gap between the practices of professional translators and those of language learners. This research-based proposal draws from Translation Studies and the literature in Education and in Additional Language Learning (ALL) to explore best practices that revolve around the use of translation for other learning contexts (TOLC). These learning contexts do not necessarily involve a high degree of professional expertise but provide the students with a solid declarative and procedural level that develops their plurilingual competence.