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75 | 75_turn_000000 | Student | 2.461 | 56.591999 | The referee, of course, filled the scrum and the scrum went down. And they got the ball out, out their back line. And they took her up and scored. That was my fault, I suppose. But then when we kicked her off then, she came over my way again. And the inside centre managed to pick it up and he took her down the field an... | [
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75 | 75_turn_000001 | Teacher | 59.256001 | 59.995998 | How did the match finish? | [
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75 | 75_turn_000002 | Student | 61.105 | 66.849998 | All I managed to beat is playing this out. 21-3, I think it was. | [
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76 | 76_turn_000003 | Teacher | 3.203 | 4.753 | Right, tell me about this cadet camp. | [
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76 | 76_turn_000004 | Student | 5.425 | 65.377998 | Well, in August this year, the Harris Town cadets go to Maroochydore for the annual camp. This year will be the first year for five years that the cadets have been away from the Harris Town area, and that is because the annual camp is only allowed to be held in that one place for five years at a time. This is the first... | [
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77 | 77_turn_000005 | Teacher | 3.93 | 5.04 | Let's hear about your job. | [
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77 | 77_turn_000006 | Student | 5.893 | 36.721001 | I have to take the cadetship as a cadet patrol officer in New Guinea. I think New Guinea is a place with great potential and in recent years it's coming more into the public eye, especially since the war. I don't know anyone up there but I do know some boys that are going up there. I have spoken to several people from ... | [
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78 | 78_turn_000007 | Teacher | 2.022 | 4.707 | Right, let's hear something about this football match yesterday. | [
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78 | 78_turn_000008 | Student | 5.428 | 57.252998 | The game against Gatton High School yesterday started off at a fairly fast pace. The Gatton boys were very fast and speedy in their back line as well as being very big. The first half was played in good defensive and attacking football and it was remarkable that there was no points scored in the first half because of t... | [
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78 | 78_turn_000009 | Teacher | 58.245998 | 59.368 | And what was the final score? | [
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78 | 78_turn_000010 | Student | 59.388 | 61.138 | 8-3 was the final score. | [
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78 | 78_turn_000011 | Teacher | 62.134998 | 62.916 | Good match, all three? | [
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78 | 78_turn_000012 | Student | 63.518002 | 65.862999 | Oh yes, it was good hard and the game was fairly clean. | [
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79 | 79_turn_000013 | Teacher | 2.427 | 6.332 | Well, tell us now how this match appeared to you from the sidelines as a linesman. | [
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79 | 79_turn_000014 | Student | 6.773 | 38.882 | Well, the match yesterday was quite an interesting match. There were many mistakes made by the players, but on the whole, I think the match was highly commendable to the players. Geoffrey Kenevy scored the best try of the afternoon, or in my opinion it was. He caught the pass in mid-air and scored with half the team ch... | [
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79 | 79_turn_000015 | Teacher | 39.321999 | 40.504002 | They would have given them a lead then. | [
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79 | 79_turn_000016 | Student | 41.305 | 68.185997 | Yes, they were two points ahead then. The tackling in the match was, well, it wasn't really good. They tackled around the head for the most part. Both sides? Yes, sir, both sides. Both sides tackled around the head. And, well... The kicking too, when they got the ball, they were inclined to kick the ball and then lose ... | [
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80 | 80_turn_000017 | Teacher | 1.938 | 3.178 | Well, you're going to tell me about knitting a jumper. | [
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80 | 80_turn_000018 | Student | 4.263 | 5.065 | Yes, I'll try. | [
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80 | 80_turn_000019 | Teacher | 5.266 | 5.456 | Good. | [
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80 | 80_turn_000020 | Student | 6.829 | 38.542999 | When knitting a jumper, I find there are many things that you have to watch out for, and just the pattern alone. Until recently, I'd never knitted any large articles of love, and I'd only knitted small things like booties and things, and... When I came to knit a jumper, I found I could follow the pattern all right, but... | [
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80 | 80_turn_000021 | Teacher | 39.907001 | 47.777 | The neck glide, I knitted it too low straight and it didn't fit properly, and rolled, and... Now this was your first jumper. | [
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80 | 80_turn_000022 | Student | 48.212002 | 48.632999 | Yes. | [
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80 | 80_turn_000023 | Teacher | 48.653 | 49.303001 | The next one will be better. | [
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80 | 80_turn_000024 | Student | 49.736 | 50.256001 | I hope so. | [
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81 | 81_turn_000025 | Teacher | 2.765 | 6.26 | Would you tell me what you've done with the Children's Theatre in Toowoomba? | [
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81 | 81_turn_000026 | Student | 7.232 | 24.059 | Well, the main thing I've done with the Children's Theatre in Toowoomba was to take a part in Richard II, which they produced for junior year 1956. I had a very small part, quite naturally, being only a beginner. | [
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81 | 81_turn_000027 | Teacher | 25.281 | 26.783001 | What part was that? | [
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81 | 81_turn_000028 | Student | 26.823 | 53.681999 | It was the part of a lady in waiting to the Queen, And while I was there I learnt a great deal about stage production and what went on behind stage and all the work entailed in producing a play. And as there were only very few girls in it, we were given a lot of special attention that probably others wouldn't have rece... | [
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82 | 82_turn_000029 | Teacher | 4.03 | 6.152 | You tell me something about Hastings Point. | [
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82 | 82_turn_000030 | Student | 7.514 | 47.276001 | Well, Hastings Point is about 20 miles further on from Fingal, just over the border, and it's a very small place, not very well known, and it has two shops, many rock pools, which are awfully interesting to watch the fish and the sea growth in them, and And there's one awfully rickety bridge that crosses the creek wher... | [
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82 | 82_turn_000031 | Teacher | 48.037998 | 48.82 | And did you go swimming? | [
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82 | 82_turn_000032 | Student | 49.373001 | 56.644001 | Oh yes, we go swimming in the creek near the bridge. But we don't go swimming in the surf at all. | [
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82 | 82_turn_000033 | Teacher | 57.564999 | 59.067001 | What makes it so dangerous? | [
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82 | 82_turn_000034 | Student | 59.448002 | 75.111 | Well, there's a gutter right along the beach and that's what makes it such a good fishing hole. And we find a lot of those ugries and pippies and sea worms. | [
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82 | 82_turn_000035 | Teacher | 75.872002 | 76.472 | Catching big fish? | [
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82 | 82_turn_000036 | Student | 77.014999 | 84.849998 | Well, they catch a lot of tailor-off-the-rocks, and quite a few sharks come about at times. | [
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83 | 83_turn_000037 | Student | 1.988 | 35.481998 | Now, tell me about this match. Well, first of all, we weren't expected to win because we'd never beaten them. And there was a number of bets engaged with the teachers. And we found they were very strong on the attack, but they lost in their defence. And we played a very good game. We were set on winning, and we beat th... | [
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83 | 83_turn_000038 | Teacher | 37.507999 | 38.308998 | And you won all your bets. | [
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83 | 83_turn_000039 | Student | 38.389999 | 38.880001 | Yes. | [
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83 | 83_turn_000040 | Teacher | 40.615002 | 42.620998 | And have you won other matches as well? | [
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83 | 83_turn_000041 | Student | 42.661999 | 49.021999 | We've won every game since we've been playing round and we've got one more game to play before we finish the whole round. | [
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84 | 84_turn_000042 | Teacher | 2.697 | 4.279 | What have you got to say about Calandra? | [
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84 | 84_turn_000043 | Student | 5.621 | 35.536999 | Well, we always seem to leave Toowoomba on a Saturday and we get down there about two o'clock in the afternoon. And the house is always mustered. We have the same house every year. And we throw all the windows and doors open and the blinds up and unpack the car up to the west part. And I always get impatient to go to t... | [
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84 | 84_turn_000044 | Teacher | 37.011002 | 38.932999 | It's no good for swimming just in front of the house? | [
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84 | 84_turn_000045 | Student | 39.214001 | 49.726002 | Oh, no, only for the small children. Only goes up to about... But it's good for walks in the afternoon when the tide goes out. And you can just about wade there. | [
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"start": 0.... | f | QLD | Harristown | 1960 | Harristown State School | |
84 | 84_turn_000046 | Teacher | 49.745998 | 52.127998 | And have you been going to Kaliandra for holidays for a very long time? | [
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84 | 84_turn_000047 | Student | 52.429001 | 52.949001 | Six years. | [
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84 | 84_turn_000048 | Teacher | 53.849998 | 54.611 | And you wouldn't change? | [
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84 | 84_turn_000049 | Student | 55.292 | 55.452 | No, sir. | [
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MD_NLP
Dataset Description
MD_NLP is a discourse-annotated, word-aligned, and georeferenced corpus derived from the narrative portion of the Mitchell–Delbridge recordings, a large mid-20th-century archive of Australian English. The corpus was constructed from archival WAV recordings using an automated pipeline combining WhisperX-based ASR, neural speaker diarization, LLM-assisted discourse-role correction, and Montreal Forced Aligner boundary refinement.
The released dataset consists of short, role-consistent narrative segments with transcripts, word-level timestamps, linked audio, and selected sociodemographic metadata.
- Curated by: Steven Coats
- Institution: University of Oulu
- Language(s): English (Australian English)
- License: cc-by-nc-4.0
- Related paper: MD_NLP: Reconstructing an Australian English Heritage Dialect Corpus from the Mitchell–Delbridge Recordings through LLM-Assisted Speaker Attribution
Dataset Summary
The source archive comprises recordings of 7,735 Australian secondary school pupils from 327 locations across Australia, recorded in 1959–1960. MD_NLP includes the spontaneous narrative component of these recordings rather than the read word-list and sentence materials more commonly used in previous research.
The dataset is intended for research on:
- Australian English variation
- dialectology and sociolinguistics
- discourse structure and turn-taking
- corpus phonetics
- ASR, diarization, and alignment on legacy speech recordings
Dataset Structure
Each row corresponds to a short, role-consistent segment.
Fields
- interview_id: numeric interview identifier
- segment_id: unique segment identifier
- role: discourse role label (
StudentorTeacher) - start: segment start time in seconds
- end: segment end time in seconds
- transcript: transcript text for the segment
- word_tokens: list of word-level tokens with start and end times
- audio: path/reference to the corresponding audio segment
- student_sex: recorded sex metadata for the student
- state: Australian state or territory
- town_city: locality
- recording_year: recording year
- institution: school/institution name
Split
The current release contains one split:
- train: 257,357 segments
Corpus Size
- Recording length: 214.14 hours
- Speech duration: 137.95 hours
- Turns: 71,929
- Word count: 1,791,856
Role-based totals:
| Metric | Student | Teacher | Total |
|---|---|---|---|
| Speech duration (h) | 92.71 | 45.24 | 137.95 |
| Turns | 46,026 | 25,903 | 71,929 |
| Word count | 1,155,994 | 635,862 | 1,791,856 |
Source Data
Mitchell, Alexander George and Arthur Delbridge. (1998). The speech of Australian adolescents: Research data and recordings collected by AG Mitchell and Arthur Delbridge in 1959 and 1960. The University of Sydney. https://doi.org/10.25910/jkwy-wk76
The dataset is derived from the Mitchell–Delbridge recordings, made by schoolteacher volunteers in 1959 and 1960 in 327 locations across all Australian states and territories. The original archive contains read materials and a short narrative component. MD_NLP includes only the narrative recordings.
The narratives typically involve brief teacher–student interaction, though some recordings are more monologic. Recording conditions vary substantially across sites.
Processing
The corpus was created using the following pipeline:
- WhisperX for automatic speech recognition and initial word alignment
- Pyannote for speaker diarization
- LLM-assisted discourse-role correction (Gemini 2.5-flash) to distinguish
TeacherandStudent - Montreal Forced Aligner (MFA) for boundary refinement
- Reconstruction into short, role-consistent segments with word-level timing
The released transcripts preserve the original WhisperX tokenization while using refined timestamps where alignment succeeded.
Evaluation
Speaker-role attribution was evaluated on 10 manually checked narratives (approximately 30 minutes of speech; 185 turns).
| System | Accuracy |
|---|---|
| Baseline (WhisperX + Pyannote) | 62.70% |
| Full pipeline (LLM-assisted) | 95.68% |
These results indicate that the LLM-assisted role-correction step substantially improves turn-level speaker attribution in interview-style archival recordings.
Intended Use
MD_NLP is intended for research use, especially for:
- regional and social variation in Australian English
- discourse and interactional structure
- corpus phonetics and time-aligned speech analysis
- geographically explicit dialect research
- evaluation of ASR, diarization, and alignment methods on legacy speech
Limitations
- The corpus is derived from archival recordings with variable audio quality.
- Some interviewer speech is faint, partially absent, or missing.
- Transcripts are automatically generated and corrected, not manually transcribed throughout.
- Some alignment boundaries may remain imperfect despite MFA refinement.
- Metadata reflect archival source records and may contain inconsistencies or omissions.
Sensitive Information
The dataset contains speech-derived transcripts and linked metadata fields such as sex, institution, state, town/city, and recording year. These are historical archival data. Users should handle the dataset in accordance with the license and any archive-specific restrictions.
Citation
If you use this dataset, please cite the associated paper.
BibTeX
@inproceedings{coats2026mdnlp,
title={MD\_NLP: Reconstructing an Australian English Heritage Dialect Corpus from the Mitchell--Delbridge Recordings through LLM-Assisted Speaker Attribution},
author={Coats, Steven},
booktitle={Proceedings of LREC 2026},
year={2026}
}
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