The use of translation in foreign language learning and teaching contexts has traditionally been linked to grammar instruction. However, its potential use in grammar teaching and learning has frequently remained under-explored. As a result, current approaches are typically associated with improved versions of the Grammar Translation Method, with focus on forms-based activities. However, recent research suggests that extended translation practice at the discursive level can enhance grammar learning. Therefore, this paper explores a genre-based interlingual focus on form using parallel texts and language foci to create pedagogical instruction for EFL learners of intermediate ability or higher to communicate in a specific genre. This instructional approach encourages students to practice translating in authentic communicative contexts, offering potential benefits in various ways. Employing focus on form and the L1 to clarify meaning, the approach facilitates form-function mapping within expanded contexts. By learning to translate enhanced by focus on form techniques, students may not only develop awareness of L1-L2 linguistic and cultural incompatibilities but also learn how to negotiate meaning amid the differences. Consequently, they may also develop the ability to incorporate more natural L2 forms in context, thereby enhancing their interlanguage. To ensure the effectiveness of this translation approach, the paper introduces several theoretically-informed principles to guide its implementation. An illustrative example demonstrates how the approach may be applied. Encompassing intercultural language learning, this holistic approach extends its value beyond the language classroom.