In this Canadian college study, 22 Japanese, English-as-a-Second-Language (ESL) learners' translation processes and writings were examined and contrasted with the same group's first-language (L1) and second-language (L2) writing performance. All subjects (aged 19-23 years) had been educated in Japan in Japanese prior to attending English-language college in Canada. Half had already been trained in translation, while the other half had no translation training. Data were analyzed with special attention to three cognitive theories of language learning: Cummins' 1986 theories of cross-linguistics interdependence of cognitive academic skills; Schmidt's 1990 theories on conscious attention; and McLaughlin's 1990 theories on restructuring. Cross-linguistic interdependence among translation, L1 writing, and L2 writing was not found. However, evidence was found that translation processes prompted conscious attention and restructuring, as considered necessary for L2 learning. An appendix includes actual student writing samples. (Contains numerous references.) (Author/NAV)