@inproceedings{hallmen-etal-2026-annotating,
title = "Annotating Conversational Phases and Communication Techniques: A Corpus of {G}erman Teacher-Parent Counseling Conversations",
author = "Hallmen, Tobias and
Gietl, Kathrin and
Hillesheim, Karoline and
Friedrich, Annemarie and
Andr{\'e}, Elisabeth",
editor = "Piperidis, Stelios and
Bel, N{\'u}ria and
van den Heuvel, Henk and
Ide, Nancy and
Krek, Simon and
Toral, Antonio",
booktitle = "Proceedings of the Fifteenth Language Resources and Evaluation Conference",
month = may,
year = "2026",
address = "Palma de Mallorca, Spain",
publisher = "ELRA Language Resource Association",
url = "https://aclanthology.org/2026.lrec-1.505/",
doi = "10.63317/4ukmi5gkdygr",
pages = "6361--6372",
abstract = "Teacher-parent conversations are critical for student success, yet teachers often lack structured training in counseling communication skills. We present the first annotated corpus of teacher-parent counseling conversations consisting of 59 German dialogues (approximately 6k sentences, 21k annotations) simulated by prospective elementary school teachers, peers, and professional actors. The corpus features theory-grounded annotations for conversational phases (Beginning, Informational, Argumentative, Decision-Making, Concluding) and communication techniques (Paraphrasing, Verbalizing, Structuring). We provide detailed annotation guidelines operationalizing established counseling pedagogy frameworks for computational analysis. Inter-annotator agreement analysis reveals substantial agreement (Fleiss' k = 0.669 to 0.724, Krippendorff{'}s a = 0.666 to 0.735). Our analysis reveals confusion patterns, providing insights into counseling discourse structure. Baseline experiments with BERT-based models and open-source LLMs achieve F1 scores of up to 71{\%} depending on task and model. The corpus, guidelines, and baseline code are publicly available under CC BY-NC-SA 4.0 license, enabling research on automated dialogue analysis and AI-based training tools for teacher education."
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<abstract>Teacher-parent conversations are critical for student success, yet teachers often lack structured training in counseling communication skills. We present the first annotated corpus of teacher-parent counseling conversations consisting of 59 German dialogues (approximately 6k sentences, 21k annotations) simulated by prospective elementary school teachers, peers, and professional actors. The corpus features theory-grounded annotations for conversational phases (Beginning, Informational, Argumentative, Decision-Making, Concluding) and communication techniques (Paraphrasing, Verbalizing, Structuring). We provide detailed annotation guidelines operationalizing established counseling pedagogy frameworks for computational analysis. Inter-annotator agreement analysis reveals substantial agreement (Fleiss’ k = 0.669 to 0.724, Krippendorff’s a = 0.666 to 0.735). Our analysis reveals confusion patterns, providing insights into counseling discourse structure. Baseline experiments with BERT-based models and open-source LLMs achieve F1 scores of up to 71% depending on task and model. The corpus, guidelines, and baseline code are publicly available under CC BY-NC-SA 4.0 license, enabling research on automated dialogue analysis and AI-based training tools for teacher education.</abstract>
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%0 Conference Proceedings
%T Annotating Conversational Phases and Communication Techniques: A Corpus of German Teacher-Parent Counseling Conversations
%A Hallmen, Tobias
%A Gietl, Kathrin
%A Hillesheim, Karoline
%A Friedrich, Annemarie
%A André, Elisabeth
%Y Piperidis, Stelios
%Y Bel, Núria
%Y van den Heuvel, Henk
%Y Ide, Nancy
%Y Krek, Simon
%Y Toral, Antonio
%S Proceedings of the Fifteenth Language Resources and Evaluation Conference
%D 2026
%8 May
%I ELRA Language Resource Association
%C Palma de Mallorca, Spain
%F hallmen-etal-2026-annotating
%X Teacher-parent conversations are critical for student success, yet teachers often lack structured training in counseling communication skills. We present the first annotated corpus of teacher-parent counseling conversations consisting of 59 German dialogues (approximately 6k sentences, 21k annotations) simulated by prospective elementary school teachers, peers, and professional actors. The corpus features theory-grounded annotations for conversational phases (Beginning, Informational, Argumentative, Decision-Making, Concluding) and communication techniques (Paraphrasing, Verbalizing, Structuring). We provide detailed annotation guidelines operationalizing established counseling pedagogy frameworks for computational analysis. Inter-annotator agreement analysis reveals substantial agreement (Fleiss’ k = 0.669 to 0.724, Krippendorff’s a = 0.666 to 0.735). Our analysis reveals confusion patterns, providing insights into counseling discourse structure. Baseline experiments with BERT-based models and open-source LLMs achieve F1 scores of up to 71% depending on task and model. The corpus, guidelines, and baseline code are publicly available under CC BY-NC-SA 4.0 license, enabling research on automated dialogue analysis and AI-based training tools for teacher education.
%R 10.63317/4ukmi5gkdygr
%U https://aclanthology.org/2026.lrec-1.505/
%U https://doi.org/10.63317/4ukmi5gkdygr
%P 6361-6372
Markdown (Informal)
[Annotating Conversational Phases and Communication Techniques: A Corpus of German Teacher-Parent Counseling Conversations](https://aclanthology.org/2026.lrec-1.505/) (Hallmen et al., LREC 2026)
ACL