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This paper reports on the analysis of the spoken production of academic lectur ers in a Spanish university context where teaching is conducted through a foreign language (English). Adopting a Systemic Functional Approach (Halliday 1994; 2004) as the theoretical framework, this study explores the discourse that non- native speakers use in their engineering lectures as well as the structure that they follow in the delivery of the subject content. The preliminary results show that university lectures are complex genres that do not only transmit factual information (i.e. Halliday's ideational function) but encode multifaceted interpersonal relations which play a vital part in the construction of knowledge and in the conceptualisation of lecturers' and students' roles. A persistent use of the personal pronoun we in conjunction with modal verbs of possibility, specifically can, help to establish common ground between participants while meeting the typical problem-solving structure of scientific discourse. Following previous research (Llinares, Dafouz and Whittaker 2007) this study also views Systemic Functional Grammar as a powerful tool in the analysis of university lectures in particular and CLIL classrooms in general.
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