This session explores how translation (home)work can be effectively integrated into Italian language and culture classrooms at all levels to engage students, promote second language acquisition, and allow for career exploration. Over the past 25 years, as many teachers of Italian have adopted communicative approaches to second language acquisition that depend upon immersive classrooms (e.g. Rassias Method), they have severely limited or entirely abandoned the teaching and practice of translation skills. More recently, a return to translation as a pedagogical tool has been bolstered by institutions which want to underscore the practical applications of second-language acquisition to recruit more majors and minors. At the same time, however, although multiple studies have shown that here is an increasing demand for skilled translators in the workforce (e.g. American Academy of Arts and Sciences, “America’s Languages” 2017; “Making Language our Business” Ipsos for ACTFL 2018), readily accessible translation apps discourage students from investing the effort necessary to become competent translators by appearing to attest to the automation—and thus elimination--of the translator’s trade. The brief presentations at this session provide an array of models for integrating translation at all levels of the Italian language and culture curriculum including: utilizing translation apps (e.g. Google Translate) to teach the subjective; employing audiovisual translation (AVT) in the Italian language classroom as a multifaceted intercultural laboring practice; recharacterizing translation homework as work by finding on-campus clients for student translations; incorporating student translations into public exhibitions; and opening digital editions as spaces for student publishing. The presentations thus highlight how we might transform homework into academic work (publications) and career exploration through experiential learning and the use of digital tools. In order to include the widest array of perspectives, I have invited faculty working at an array of different types of institutions (community college; private and public colleges and universities) who currently occupy different ranks and are at different stages of their careers (advanced grad student through associate professors). The forty minutes dedicated to discussion in this session will allow time to address the many questions raised by a turn to translation in our classrooms including but not limited to: How might translation be used to help bi- or multilingual speakers learn Italian? How might we use translation apps to enhance and inspire, rather than impede, the acquisition of Italian? How can our programs adapt to institutional pressures to foreground translation as the primary, practical motive for learning a language? What sort of experiential learning and durable translation assignments can we devise which make visible the value of translation skills? How might translations unite classrooms and communities?