Aims and objectives: Definitional skill is the ability to define words using canonical formats. This skill requires lexical, morpho-syntactic, and pragmatic abilities, as well as metalinguistic attitude. Bilingualism has a crucial role in cognitive development, especially in promoting metareflective competencies. The relationship between bilingualism and definitional skills is a very under investigated topic. The aim of this study is to explore in the same sample of bilingual children how they define words in both languages. Methodology: Thirty early bilingual minority language children (age range 7–16 years) were administered a definition task (Co.De.Scale). They were asked to define words both in their native language, Romanian (L1), and their second language, Italian (L2). Data and analysis: Data were analyzed via mixed-method effects. Furthermore, we were also interested in studying if there were any differences in the answer proportions per definitional level (from 0 to 6) between Italian and Romanian. Findings: The results showed the production of better definitions in L2 compared with L1. The finding is readable in the light of the different settings where the two languages are used: home/family for L1 versus at school/non-family contexts for L2. Originality: This is the first study to show the role of both educational school settings and language dominance in promoting development of formal definitional skills. More specifically, it is worth stressing the relevance to study this topic in minority language bilingual children. Implications: Given the lower performance of minority language bilingual children in defining in their native language L1, a crucial educational objective could be enhancing the definitional skills in L1, designing ad hoc interventions that boost formal instruction. In turn, this would favor more inclusion and the exploitation of the minority language children, as well as more intercultural integration, thus enhancing language minority cultures.
