Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers

Abstract Acknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on Chinese lecturers’ metalinguistic skills, particularly L1 (Chinese) L2 (English) transfer in their use markers (PMs). The is informed by current studies arguing that highly proficient language users do not necessarily make most effective teachers, and capacity employ strategies essential engage students’ learning; from amongst all competencies which should be proficient, one competence. This provides an analysis participating verbal characteristics PMs they implemented teaching. Whilst acknowledging individual differences, trend PM degree revealed group’s teaching can explained terms pedagogical ideologies subsequent practice, culturally influenced teacher-student relationships, discipline relevant subject matter cognition users.