This article explores the value of judiciously used first language (L1)‐to‐second language (L2) translation in meaning‐focused, advanced‐level academic language education. It examines languaging in the teacher‐led discourse (TLD) that arises when translation tasks are used and compares it to languaging during the TLD engendered by 4 other grammar‐focused tasks. Data were collected in 3 different groups of students who were taught by the same teacher within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio‐recorded lessons revealed that translation tasks led to (a) particularly high levels of student‐initiated referential questions that break the initiation‐response‐feedback pattern and (b) a less‐frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student‐centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student‐initiated interaction suggests that translation may have particular potential to engender student activity. It is argued that translation, therefore, may have an important, yet limited, place in academic‐level language education where knowledge of the L1 is shared.