Ivan Vulić | Search arXiv

arXiv2026

Beyond the Final Layer: Intermediate Representations for Better Multilingual Calibration in Large Language Models

Confidence calibration, the alignment of a model's predicted confidence with its actual accuracy, is crucial for the reliable deployment of Large Language Models (LLMs). However, this critical property remains largely under-explored in multilingual contexts. In this work, we conduct the first large-scale, systematic studies of multilingual calibration across six model families and over 100 languages, revealing that non-English languages suffer from systematically worse calibration. To diagnose this, we investigate the model's internal representations and find that the final layer, biased by English-centric training, provides a poor signal for multilingual confidence. In contrast, our layer-wise analysis uncovers a key insight that late-intermediate layers consistently offer a more reliable and better-calibrated signal. Building on this, we introduce a suite of training-free methods, including Language-Aware Confidence Ensemble (LACE), which adaptively selects an optimal ensemble of layers for each specific language. Our study highlights the hidden costs of English-centric alignment and offer a new path toward building more globally equitable and trustworthy LLMs by looking beyond the final layer.

cs.CL↗

arXiv2026

Polyglot Teachers: Evaluating Language Models for Multilingual Synthetic Data Generation

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We combine intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score. We evaluate 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Our analyses reveal that model scale alone does not significantly predict teacher effectiveness: the most effective teachers we identify are consistently smaller than the largest models evaluated, and their ranking is stable across student base model families. Instead, data qualities such as prompt diversity, length, and response fluency capture 93.3% of the variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and generating responses to existing prompts or translating them from English, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

cs.CL↗