And why the need to implement translation in the teaching - learning process of a second

language?

The main purpose of any translation is to overcome linguistic and cultural barriers arising from the
differences between languages and cultures in order to make possible the dissemination of ideas,
merchandise, communications, etc. This same purpose of the translation process entails the need
to offer a product that complies with it; that is, if a translation has to contribute to the
communication it should not seem artificial, but it must be a natural text in the community that
receives it.

The acquisition of the mother tongue occurs parallel to the cognitive development, on the
contrary, the acquisition of second languages is included in a general learning, and, therefore,
needs the language that has structured the cognitive state of the learner to internalize the new
ones. skills (Ballester and Chamorro, 1991: 396) This means that the second languages will always
need the knowledge of the first language, since the first language was acquired in an innate way
and was the one that gave the student universal principles linguistic

Translation has been an important part of English language teaching for a long time, but has been
abandoned since communicative methodologies became dominant. Then, starting from this
parallel it is evident that translation can encourage or help the acquisition of a second language
like English but it is not the most effective since the communicative method allows the student a
better understanding of the new language since it is used interaction as a means and as a final goal
in learning a second language.

Faced with the need to focus on communicative competence instead of on mere mastery of
structures, at the end of the 1960s the Communicative Approach for language teaching, known in
English as Communicative Language Teaching CLT, originates.

The communicative method or communicative teaching of the language (in English,

Communicative Language Teaching, CLT) is a focus on language teaching in which maximum
importance is given to interaction as a means and as a final goal in the learning of a language. It is
also known as communicative approach (in English, Communicative Approach).

The use of the latter is now more necessary to improve the educational system or the teaching of
an L2.