Educational efforts satisfy the needs of specific social groups. In Canada, translator training was conceived as a means, among others, to improve the quality of the French language (Juhel, 1982; Horguelin, 1984). The teaching strategies launched by the first trainers gave rise to a training tradition based on corrective measures that has survived the passage of time and expanded beyond the Canadian frontiers. Canadian scholars have proposed two of the main translator training approaches all traditions considered: the comparative approach (Vinay and Dalbernet, 1958) and the learning by objectives approach (Delisle, 1980). After presenting the context in which these approaches emerged and described what contributed to their success, I will discuss the current issues that arise with regard to research on translation teaching.