English-medium instruction (EMI) at university is a common practice in many non-English speaking countries nowadays. Lecturers interact with an (inter)national audience using English as a lingua franca (ELF). However, little research has been done on discursive features and teacher positioning in this context. Bearing in mind the heterogeneous nature of the evaluative dimension of language, this study explores non-native EMI lecturers' expression of stance through two important mechanisms: subject pronouns (I, we and you) and modal/ semi-modal verbs. The research carries out a quantitative analysis of this cluster. The corpus was formed by fourteen lectures from ELFA (English as a Lingua Franca in the Academia). About 1,000 clusters were analysed. The results show that you can is by far the most frequent assemblage. The reference of you is mostly the learners or indefinite, and the modal verb can is used to express possibility and as a hedge to not impose ways of doing or thinking on the learners. The lecturers express solidarity and engagement, show cooperation, open up for negotiation with the learners, and identify with them.