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This work reflects on the nature of lexicographical information of bilingual dictionaries and their use for reading comprehension activities by a public which is not proficient in the target language. Thus, a pedagogical bilingual dictionary for reading in a foreign language is proposed. Once these readers have a very limited experience of studying this language and are supposed to have an early autonomy of learning, this dictionary must comprehend communicative and cognitive functions. Communicative functions should provide some information sought in the reading situation, while cognitive functions should encourage the learning process of lexical and grammatical knowledge that cover reading competence. For this reason, a reformulation of its microstructure is proposed, which includes the treatment of the lexical unit, referential and contextual productions, and hypertextual organization. These elements are illustrated here through the language pair French-Portuguese.

Por um dicionário bilíngue pedagógico para a leitura em língua estrangeira