@inproceedings{philippy-etal-2026-english,
title = "When {E}nglish Isn{'}t the Best Teacher: Source Language Effects in Cross-Lingual In-Context Learning",
author = "Philippy, Fred and
Guo, Siwen and
Klein, Jacques and
F. Bissyand{\'e}, Tegawend{\'e}",
editor = "Huang, Kaiyu and
Mo, Fengran and
Chen, Pinzhen and
Jiang, Meng",
booktitle = "Proceedings of the 1st Workshop on Multilinguality in the Era of Large Language Models ({M}e{LLM} 2026)",
month = jul,
year = "2026",
address = "San Diego, United States",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.mellm-1.31/",
pages = "317--326",
ISBN = "979-8-89176-430-9",
abstract = "Cross-lingual transfer in multilingual NLP has been widely explored in supervised fine-tuning contexts, where factors like data availability and linguistic similarity largely determine transfer quality. As the field shifts toward few-shot In-Context Learning (ICL), it is often presumed that insights from fine-tuning carry over unchanged. Yet this assumption has not been rigorously evaluated, leaving open the question of how to choose source languages for cross-lingual ICL. We conduct a broad empirical study of cross-lingual transfer in ICL spanning seven tasks, six models, and a typologically diverse set of languages. We further analyze language confusion, a key obstacle for generative tasks in cross-lingual ICL. Our results show that conventional fine-tuning-based expectations do not consistently apply in the ICL regime and point to alternative heuristics for selecting source languages effectively.."
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<abstract>Cross-lingual transfer in multilingual NLP has been widely explored in supervised fine-tuning contexts, where factors like data availability and linguistic similarity largely determine transfer quality. As the field shifts toward few-shot In-Context Learning (ICL), it is often presumed that insights from fine-tuning carry over unchanged. Yet this assumption has not been rigorously evaluated, leaving open the question of how to choose source languages for cross-lingual ICL. We conduct a broad empirical study of cross-lingual transfer in ICL spanning seven tasks, six models, and a typologically diverse set of languages. We further analyze language confusion, a key obstacle for generative tasks in cross-lingual ICL. Our results show that conventional fine-tuning-based expectations do not consistently apply in the ICL regime and point to alternative heuristics for selecting source languages effectively..</abstract>
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%0 Conference Proceedings
%T When English Isn’t the Best Teacher: Source Language Effects in Cross-Lingual In-Context Learning
%A Philippy, Fred
%A Guo, Siwen
%A Klein, Jacques
%A F. Bissyandé, Tegawendé
%Y Huang, Kaiyu
%Y Mo, Fengran
%Y Chen, Pinzhen
%Y Jiang, Meng
%S Proceedings of the 1st Workshop on Multilinguality in the Era of Large Language Models (MeLLM 2026)
%D 2026
%8 July
%I Association for Computational Linguistics
%C San Diego, United States
%@ 979-8-89176-430-9
%F philippy-etal-2026-english
%X Cross-lingual transfer in multilingual NLP has been widely explored in supervised fine-tuning contexts, where factors like data availability and linguistic similarity largely determine transfer quality. As the field shifts toward few-shot In-Context Learning (ICL), it is often presumed that insights from fine-tuning carry over unchanged. Yet this assumption has not been rigorously evaluated, leaving open the question of how to choose source languages for cross-lingual ICL. We conduct a broad empirical study of cross-lingual transfer in ICL spanning seven tasks, six models, and a typologically diverse set of languages. We further analyze language confusion, a key obstacle for generative tasks in cross-lingual ICL. Our results show that conventional fine-tuning-based expectations do not consistently apply in the ICL regime and point to alternative heuristics for selecting source languages effectively..
%U https://aclanthology.org/2026.mellm-1.31/
%P 317-326
Markdown (Informal)
[When English Isn’t the Best Teacher: Source Language Effects in Cross-Lingual In-Context Learning](https://aclanthology.org/2026.mellm-1.31/) (Philippy et al., MeLLM 2026)
ACL