In the present article, I revisit the ongoing controversy surrounding the use of translation in the foreign language classroom in general. I begin by defining the concept of 'translation' arguing that translation can be understood either as a method or as a means and that it is exactly the ambiguity of the term that has led to the current debate over whether or not it is pedagogically sound to use translation in the language classroom. Next, I review the role of translation in the Grammar Translation Method, the Direct Method, and Communicative Language Teaching outlining the root causes for the current insecurity, in some cases even animosity, towards translation in language teaching before discussing the most common arguments against and in favor of the use of translation in language teaching brought forth in the relevant literature. Finally, drawing on the literature presented and my own experience, I conclude that translation is indeed a valid means to use in the foreign language classroom while also suggesting that a solid research agenda be established that investigates the most effective uses of pedagogic translation in the foreign language classroom.