The respondent children were selected from poor or severely disadvantaged neighborhoods. The curriculum was at par with classroom instructions from other countries. Likewise, the teachers were very highly qualified to teach the classroom topics.
Further, the respondents were composed of 12 1 children belonging to the poor sectors of society. There were 67 children respondents from Luxembourg. There were 54 children respondents from Portugal. There were equally 50 percent male and 50 percent female children respondents. One group is composed of purely Portuguese language. The bilinguals were exposed to both Portuguese and Luxembourg languages. The Portuguese children took the Portuguese language version of the research tests. On the other hand, the bilingual children could use the Portuguese language, German language, French language, or Luxembourgish language to answer the research tests. The maximum test score was 51 points (Tournho et al., 2012).
Furthermore, there were different research test types. One test is the Raven’s Coloured Progressive Matrices test, a nonverbal test. The maximum score was 36 points. Another test was the memory-based odd one out test. The test requires the children to pick out the shape that differs from among three alternative shapes. A third test was another memory based test, Dot Matrix test. The test requires the children to memorize the sequence of locations and tapping the correct blank matrix within the time limit. Another test is the Sky search test (Tournho et al., 2012).
Moreover, the results of the tests were significant (Tournho et al., 2012). First, the bilingual identified more words in the Portuguese language than the purely Luxembourgish children. In terms of the Portuguese language vocabulary, the monolingual children had higher test results than the monolingual children. Next, the bilinguals performed faster on the Raven’s test than the