This paper is dedicated to self-translation as an innovative pedagogical tool in teaching foreign languages, especially for the specialties of translation theory and practice. The author describes this pedagogical approach of self-translation from the perspective of his own experience, while presenting the feedback from students who have done such activities during French and/or English lessons. The teacher concludes that selftranslation exercises do not inhibit students, and the fact of translating a text written into your mother tongue means learning to think in another language/culture and not falling into the abyss of narcissistic contemplation of your own writings. Self-translation is a personalized and collaborative learning resource through creation, a pedagogical richness in terms of training the “self” in the studied foreign language and openness to otherness.