Abstract

Recent studies on the teaching and learning of translation in foreign language (FL) classrooms have moved beyond the limits of pedagogical practices centered exclusively on texts and codes. Currently, translation is regarded by FL teachers as a pedagogical strategy capable of simultaneously articulating linguistic understanding, interdisciplinary relations, and dialogues of knowledge. In this context and based on an experience report, our study demonstrates how translation, retextualization, and didactic sequence can advance the pedagogical practices of teaching Portuguese as a Foreign Language (PFL), offering an efficient tool for the teaching and learning of foreign languages. In conclusion, we demonstrate how translational exercises are capable of providing learners with dynamic and enriching activities in the target language-culture, thus transforming the act of translating/retextualizing into a continual exercise of reflection, reproduction, and rewriting in a foreign language.