This paper proposes a framework for a translation practicum that incorporates metalanguages. In this framework, metalanguages serve a dual role. First, they are an essential part of the learning content, as being able to explain translation has become an integral aspect of translator competence, and the use of metalanguages can facilitate these explanations. Second, they can be used as scaffolding to promote reflective learning, enabling learners to develop their competences. Specifically, with reference to translation curriculum development theory, the framework's aims, learners, learning content, learning activities, assessment activities, etc., are defined deductively. Additionally, a perspective on how to evaluate the framework is provided.
