The aim of this paper is to present a theoretical proposal on development of secondary language personality by means of translation activity that differs from the traditional practice of training for cross-cultural communication. Secondary language personality is one of the topical problems of educational psychology that involves the ability for effective use of a foreign language in various fields. As far as any language does not exist in a vacuum but is culture-bound, the process of psychological transformation into a secondary language personality entails profound psycholinguistic and psychosociological character changes. Since the main effort of foreign language/ culture teaching is the advancement of student’s ability in conscious overcoming the gravity of native key concepts, expressed in language specific words, we are going to propose a definitional framework for empirical research on a question why to foreign language classes should relate translation classes. This methodology allows to use a foreign language effectively for the purposes of practical communication and supplies an evolution of bilingualism in a most natural way.