While translation has been used for centuries for the purpose of language learning, there is no doubt that recent approaches in the area of language and translation pedagogy have helped re-conceptualise -- and re-operationalise -- translation in radically new ways. In the last two decades, the role of translation in language teaching and learning has been thoroughly re-examined. A range of factors have contributed to this trend, among them, the questioning of the monolingual principle in language pedagogy, extensive developments in the area of audiovisual translation, exciting innovations in the field of professional translation didactics, the huge success of translation-based digital platforms such as Duolingo, and, crucially, the introduction of the notion of mediation in the Common European Framework of Reference for languages (CEFR, 2001), later expanded in the "Companion volume" (CEFR, 2018). A key feature of recent approaches is the emphasis on translation as a real-world communicative activity. As such, translation is seen not only -- sometimes not even primarily -- as a useful tool to enhance linguistic competence, but as a key skill (a language activity, to follow the CEFR) to be developed by any language learner, not just by those planning to enter careers as professional translators. Therefore, translation is increasingly regarded not just as a means, but also, crucially, as an end in itself in second language education. This shift has led some to suggest a "translation turn" has begun in language pedagogy. This chapter outlines a few examples of translation tasks that aim to help learners improve their language skills through translation and develop their translation skills, particularly in regards to translation into the L2, but also more generally. It concludes with a discussion of the benefits and potential drawbacks of using translation for language learning. [For the complete volume, see ED612143.]