DEFINITIONAL STRATEGIES FOR PHRASEOLOGICAL UNITS IN CHILDREN’S BILINGUAL DICTIONARIES

Abstract

Defining phraseological units in children’s bilingual dictionaries represents one of the most challenging tasks in educational lexicography. Phraseological units are characterized by semantic opacity, figurativeness, and cultural specificity, which often conflict with the cognitive and linguistic capacities of young learners. This article investigates definitional strategies employed in children’s bilingual dictionaries and proposes a theoretically grounded framework for defining phraseological units in a way that is linguistically accurate and pedagogically accessible. Drawing on insights from phraseology, educational linguistics, and digital lexicography, the study analyzes core definitional approaches, including paraphrasing, situational explanation, exemplification, and multimodal support. The article argues that effective definitions for child users must prioritize conceptual clarity, contextual anchoring, and age-appropriate language, rather than traditional lexicographic precision alone. The findings contribute to the development of child-centered bilingual phraseological dictionaries and provide practical implications for dictionary compilers and language educators.