In this paper I examine why translation has become an outlaw in certain circles in foreign language teaching. A list of the most common objections to using translation in the classroom will be contrasted with possible counter-objections, on the basis of which I support the view that translation can be used in a meaningful way in the teaching of foreign languages. Quite obviously, this view leads to a number of further questions concerning when, how, in what circumstances, and for what purposes translation may be usefully employed. These questions, however, cannot be discussed within the limits of the present paper. 1 Pedagogical translation versus real translation According to Klaudy (2003: 133), a discussion of translation pedagogy requires that a distinction be made between two types of translation, which she calls pedagogical translation and real translation. Pedagogical and real translation differ from each other on three counts: the function, the object, and the addressee of the translation. As regards function, pedagogical translation is an instrumental kind of translation, in which the translated text serves as a tool of improving the language learner's foreign language proficiency. It is a means of consciousness-raising, practising, or testing language knowledge. Lesznyák (2003: 61) points out two additional functions of pedagogical translation: illumination and memorisation. In real translation, on the other hand, the translated text is not a tool but the very goal of the process. The object of real translation is information about reality, contained in the source text, whereas in pedagogical translation it is information about the language learner's level of language proficiency. There is also a difference concerning the addressee of the two kinds of translation. In real translation it is a target language reader wanting some information about reality, while in pedagogical translation the addressee is the language teacher or the examiner, wanting information about the learner's proficiency.