This article explores the value of judiciously used first language (L1)-to-second language (L2) translation in meaning-focused, advanced-level academic language education. It examines languaging in the teacher-led discourse (TLD) that arises when translation tasks are used and compares it to languaging during the TLD engendered by 4 other grammar-focused tasks. Data were collected in 3 different groups of students who were taught by the same teacher within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio-recorded lessons revealed that translation tasks led to (a) particularly high levels of student-initiated referential questions that break the initiation-response-feedback pattern and (b) a less-frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student-centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student-initiated interaction suggests that translation may have particular potential to engender student activity. It is argued that translation, therefore, may have an important, yet limited, place in academic-level language education where knowledge of the L1 is shared. (Contains 1 table and 3 notes.)