As we enter the second decade of the 21st century, the challenges and possibilities surrounding the role of translation in language learning appear both in some ways similar and rather different from what they were twenty or even ten years ago. Much progress has been made in integrating translation as a key component in language education. In recent years, an increased interest in the multilingual dimension has offered further opportunities for reflection and experimentation around the role translation can play as part of plurilingual pedagogies. At the same time, some of the old misconceptions have lingered in some quarters and continue to hold back further advances.