Anyway, that debate saw me banned.....again.
You know you're doing something right when ...
Gz sums it up very well but I'd like to add that intercultural competence runs both ways and that English majors need to have a grasp of how to bridge the gaps which exist between languages and culutres. Having a qualified NET teaching some classes gives students the opportunity to experience some of the cultural differences which they normally only read about - which also produces the interesting question of whether NETs have a mandate to push Western education practices within a system which isn't set up to reward them or whether we serve students best by bowing to the system and the context in which we work (or perhaps "kowtowing" would be a better word).
I address this issue in class sometimes and the general feeling amongst my students is that they value a more diverse and skills based approach, are aware that it doesn't fit in with the TME4 and 8 but prefer to spend time on it anyway because they recognise its value and because they hate spending all their time looking at tests. I consider that to be a pretty good mandate for throwing the old textbook (which we won't be using next year) out of the window for half my course and getting the students involved in other things.
I certainly don't see the point in NET teachers for most CET students in most instiutions though. There can be a case for Tourism majors having NET led classes or a wider range of students at the Project 211 univerisities (due to a mixture of ability and likely utility) but at a run of the mill college I don't think putting a monolingual teacher in a room with a bunch of accountants is going to achieve very much for either party.
There I go assuming that NETs are all monolingual.
To bring it back on topic though - I clearly believe that NETs have a specific utility and so I would therfore argue that fewer NETs but of better quality would be a very positive move in any CHC.