In this article we aimed at establishing, through an interdisciplinary perspective, a dialogue with
the areas of Translation, English Language Teaching and Philosophy. Such reflections refer, for
the most part, on the empowering process of pre-service English teachers in the acquisitional
milieu. Resorting to this understanding, the present article intends to enable the setting of a
reflection around the interdependent and constituting relationship among translation activity,
learning process and formative experience. Therefore, we search, all along this text, the
establishment of key points which help in the understanding of student’s linguisticcommunicative
development, as well as their movement towards the teaching of this targetlanguage.
