This study aims to find an answer to the question of “How should translation courses be conducted in a foreign language class?” and a theoretical framework has been drawn. In this theoretical framework, firstly, the place of mother tongue and translation in foreign language teaching methods is discussed and it is mentioned that the mother tongue started to be included in foreign language classes as an element supporting the language learning process in the 70s with the emergence of communicative approach. However, this support has brought some problems as well because it cannot be expected that translation exercises conducted with independent sentences to predict whether the students learn the rules of syntax and grammar of the target language will help them gain a skill. After all these identifications, the study focuses on why and how the interpretative translation method, which issuccessfully applied in translation education, can be applied in foreign language classes. At the same time, to what extent students can gain translation competency in translation courses of foreign language teaching programs and why the objectives of them should be revised were discussed, and the necessity of providing these courses a communicative objective was emphasized. On the other hand, in the case of translation lessons, which are conducted for the purpose of contributing to the foreign language, the practice examples, which are based on the learning strategies we face as a necessity, are inspired by the interpretative translation theory, and introducing the process and the potential challenges step by step to the students, are focused.