Conclusion
In China, few researchers have carried out classroom experiment on teacher talk, and there are few descriptions on what goes on in the college bilingual teaching classroom. As a new teaching model in China, bilingual education is developing on a large scale including universities, middle schools, primary schools and even kindergarten. It becomes a hot issue and arouses great interests of linguists and educators. Considering the variation of bilingual teaching across contexts, the bilingual teaching at the university is defined as the teaching of nonlinguistic subjects with English besides Chinese as the instruction medium aiming at improving the students’ subject knowledge and enhancing their language proficiency. However there are disputes on the effectiveness of such kind of bilingual teaching, therefore the investigation in teacher talk in the bilingual teaching classroom provides us with an insight into what is going on in the bilingual teaching classroom.
The investigation in this paper is to find out the existing problems of the teachers’ talk in a bilingual teaching subject classroom so as to suggest how to appropriately use teacher talk in the bilingual classes.

At present, the bilingual subject courses are mainly taken by two group teachers: one group is subject teachers who are familiar with the subject but not good at English; the other group is language teachers whose English is considered good enough to carry out bilingual teaching but not understand the subject knowledge very well. However, to carry out bilingual teaching of the subject challenges both the subject teachers and language teachers. The subject teacher may often meet with the difficulty in their language proficiency while the language teachers are usually inadequate in the subject knowledge. To be a qualified teacher in the bilingual subject classroom, the teachers need the skills to teach their specialized subjects through English and to help the students improve their English through the learning of subject knowledge. Therefore as a bilingual teacher of the subject course, he or she should meet the demands of being fluent in English and being a specialist in the subject area. They need to be prepared to put in a great deal of time and effort in bilingual teaching and they need the training in teaching methodology of bilingual teaching.
Bilingual teaching may not suit all subject courses. The original textbooks from western countries do not assume that the subject course is suitable for bilingual teaching. It is necessary to consider within which areas bilingual teaching can be carried out. Subjects who are complex and have a large amount of language, such as the Social Sciences should be select cautiously. The complexity of the courses plus large amount of language may add difficulty to the students’ learning of the subject matters and also to the teachers’ instruction. Therefore, before carrying out bilingual teaching in a subject course, the administrators and the teachers need to think about whether the course is suitable for bilingual teaching or not.
As the questionnaire is a case carried out only in Hunan Agriculture University, the findings may only make sense within such a special context. The result of the questionnaire may differ in different subject courses for different majors. Thus the further study may be explored into wider range of teacher talk in the bilingual teaching subject courses within different contexts and try to find out the way to make the bilingual teaching more effective.

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