Controllable Spoken Dialogue Generation: An LLM-Driven Grading System for K-12 Non-Native English Learners

Large language models increasingly understand dialectal English, yet still produce only standard, US-leaning English, leaving dialectal generation, the harder half of the problem, largely unaddressed. We introduce DiaLLM, which continually pretrains three open-weight language model families on the International Corpus of English and applies implicit and explicit post-training paradigms, each combined with three model alignment strategies, giving the first controlled comparison of these components across Australian, Indian, and Northern British English. Our results reveal a robustness-generation gap: benchmarks are shaped by continual pretraining and SFT, while alignment visibly reshapes generation in ways benchmarks do not capture. Explicit variety-targeted adaptation produces output reliably recognised as dialectal and judged more dialectal than broad alignment, yet where human judgement was directly assessed, the method that most aggressively optimises the dialectal reward is not the one judged most dialectal. Independent linguistic analysis corroborates this reward-quality gap, most clearly on two of the three families. No single alignment method dominates, and closing the gap will require richer reward designs and continued investment in dialectal resources. We release all code, checkpoints, and preference datasets.

Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners. Effective ESL tutoring, however, requires more than fluent response generation: a tutor must select an appropriate pedagogical action based on learner behavior and dialogue context. Human-tutoring research offers principles for adaptive support, but they are often task-specific and remain insufficiently integrated into LLM-based ESL tutor training and evaluation. We present TACT (Taxonomy-Aligned Conversational Tutor), a human-grounded framework for post-training and evaluating pedagogically adaptive ESL tutors. Drawing on established literature, we develop two complementary taxonomies: the Tutor-Strategy Taxonomy with 13 tutor response strategies and the Student-Move Taxonomy characterizing learner behavior by move type and status. Using these taxonomies, we construct TACTCorpus, which enriches 260 authentic teacher-student conversations with 32,379 annotations and quality-controlled augmented training data. We then post-train Qwen3.5-4B through supervised fine-tuning followed by taxonomy-aligned Group Relative Policy Optimization, producing TACTutor and optimizing it for scaffolding quality rather than reference imitation alone. On TACTBench, a strategy-balanced diagnostic benchmark comprising 78 authentic tutoring contexts, TACTutor improves over its backbone by 20.30% and outperforms all evaluated proprietary baselines under the same protocol, while maintaining backbone performance on established external educational benchmarks; in a blinded study with 50 learners, it also receives the highest overall mean rating among the evaluated tutors. We release the data, benchmark, and model weights, providing an open foundation for developing pedagogically adaptive ESL tutors.

Modern language models are trained on heterogeneous web-scale text corpora. Consequently, studying knowledge and skill acquisition is difficult, as prior exposure to related content is hard to characterize. To address this challenge, we introduce LITTLECURRICULUM, a curated 88B-token pretraining corpus tailored to U.S. elementary school material, explicitly excluding concepts, facts, and vocabulary taught above Grade 5. Training a 5B-parameter LLM from scratch on LITTLECURRICULUM yields LITTLELEARNER, a model with sufficient language competence for open-ended evaluation, yet with clear knowledge and capability boundaries mapped to interpretable curriculum guidelines. We release LITTLECURRICULUM and LITTLELEARNER as a developmentally restricted sandbox to study how models acquire, represent, and use data under a well-defined training scope. We illustrate the sandbox's utility in a first suite of experiments on injecting new knowledge through post-training and in-context learning. These methods let LITTLELEARNER better utilize existing knowledge, but do not raise out-of-scope capabilities. Our findings underscore the value of this controlled environment for future investigations.