This chapter details possible solutions and responses to a reexamination of the position of translation in foreign language teaching (FLT) and presents evidence for the potential merits of the incorporation of translation into classrooms through various tasks. To this end, the quasi-experimental research reported here aims to investigate the effects of translation practice as consciousness-raising on the acquisition of linguistic structures in L2 explicit, implicit, and metalinguistic knowledge. Participants were 74 learners of English with B1-level proficiency studying in an English Preparatory Program in Turkey. 33 of these students were allocated to a control group and the remaining 41 were placed in an experimental group. The experiment covered a six-week period with ten hours of study per week. While the experimental group received grammar instruction supported by translation-based activities, the control group undertook regular instruction. Data collection tools included an untimed grammaticality judgment test to measure L2 explicit knowledge and a timed grammaticality judgment test for L2 implicit knowledge, in addition to a test to assess metalinguistic knowledge. The pre-test and post-test design showed that, while the experimental group displayed relatively higher post-test performance in explicit knowledge, both groups showed enhanced metalinguistic knowledge scores. Pedagogical implications of these findings are explored.