Most current large language models (LLMs) support a wide variety of languages in addition to English, including high-resource languages (e.g. German, Chinese, French), as well as low-resource ones (e.g. Swahili, Telugu). In addition they have shown impressive capabilities in different domains, like coding, science and math. In this paper, taking math as an example domain, we study the performance of different LLMs across languages. Experimental results show that there exists a non-negligible and consistent gap in the performance of the models across languages. Interestingly, and somewhat against expectations, the gap exists for both high- and low-resource languages. These results should impact further research into cross-lingual capability generalization for next generation LLMs. Or they would, if it weren’t for the fact that they are false. By analyzing one of the standard multilingual math benchmarks (MGSM), we determine that several translation errors are present in the data. Furthermore, the lack of standardized answer extraction from LLM outputs further influences the final results. We propose a method for semi-automatic quality assurance to address the first issue at scale, and give recommendations to address the second one. Combining these two approaches we show that the aforementioned language gap mostly disappears, leading to completely different conclusions from our research. We additionally release the corrected dataset to the community.

Recent advances in LLMs have led to an abundance of evaluation benchmarks, which typically rely on a single instruction template per task. We create a large-scale collection of instruction paraphrases and comprehensively analyze the brittleness introduced by single-prompt evaluations across 6.5M instances, involving 20 different LLMs and 39 tasks from 3 benchmarks. We find that different instruction templates lead to very different performance, both absolute and relative. Instead, we propose a set of diverse metrics on multiple instruction paraphrases, specifically tailored for different use cases (e.g., LLM vs. downstream development), ensuring a more reliable and meaningful assessment of LLM capabilities. We show that our metrics provide new insights into the strengths and limitations of current LLMs.

Multilingual models have been widely used for the cross-lingual transfer to low-resource languages. However, the performance on these languages is hindered by their under-representation in the pretraining data. To alleviate this problem, we propose a novel multilingual training technique based on teacher-student knowledge distillation. In this setting, we utilize monolingual teacher models optimized for their language. We use those teachers along with balanced (sub-sampled) data to distill the teachers’ knowledge into a single multilingual student. Our method outperforms standard training methods in low-resource languages and retains performance on high-resource languages while using the same amount of data. If applied widely, our approach can increase the representation of low-resource languages in NLP systems.

We show that the choice of pretraining languages affects downstream cross-lingual transfer for BERT-based models. We inspect zero-shot performance in balanced data conditions to mitigate data size confounds, classifying pretraining languages that improve downstream performance as donors, and languages that are improved in zero-shot performance as recipients. We develop a method of quadratic time complexity in the number of languages to estimate these relations, instead of an exponential exhaustive computation of all possible combinations. We find that our method is effective on a diverse set of languages spanning different linguistic features and two downstream tasks. Our findings can inform developers of large-scale multilingual language models in choosing better pretraining configurations.