This article offers a critical examination of the current practices and beliefs about vocabulary teaching and learning in typical communicative-approach German classrooms. While research on vocabulary acquisition is scarce, frequency dictionaries reveal that current practice is based heavily on the use of concrete, referential lexemes that may be easier to teach but may not represent the most frequently occurring vocabulary in spoken and written texts. For teaching high-frequency vocabulary, which is often abstract and non-referential, this paper explores strategies for bilingual practice, validating the pedagogical use of the learners' first language. These strategies integrate translation into the classroom as a productive strategy for learning that promotes learner autonomy. By discussing techniques for bilingual classroom practice for the acquisition of core vocabulary at the introductory and intermediate level, this article lends support to recent proposals for integrating translation and extensive reading as key strategies for developing vocabulary. (Contains 5 footnotes.)