Introduction

As an emerging new theory of language，translanguaging has gained momentum in its application in language teaching in relation to discussions about learning experience and pedagogical approaches.This chapter aims to investigate the correlation between translation and translanguaging through a case study of undergraduate translation teaching in Monash University.By examining translation teaching through the lens of translanguaging theory，I highlight the issue of the relevance of translanguaging in translation teaching over the debate on whether translation should serve for professional training or the fostering of cross-cultural communication skills in a tertiary education setting;I will also elaborate on the necessity to re-adjust undergraduate translation teaching under the guidance of pertinent concepts in translanguaging.In this article，I will also seek to underpin the concept of creativity and criticality，which I call translation awareness， to underscore the significance in the introduction of contextualization in translation teaching.

This chapter adopts as analytical case the establishment and curriculum development in the undergraduate translation course in Monash University.However，it is worthy of pointing out that the undergraduate major course was not designed or delivered in line with the guidance of translanguaging theory.Rather，this is a case study through which Iintend to reflect on the applicability of translanguaging theory on the teaching practice in an undergraduate translation program，the endeavors exerted and the lessons learned all relate to the changes in both learners and teachers.