is, which is especially true for the teaching of grammar, the formal rules governing the standardized version of the language in question. Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances, despite being grammatically incorrect, as long as the interlocutor can get some meaning from them. Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techniques with modernity and so the lack of CLT techniques as a lack of modernism. That way, those researchers consider teachers or school systems that fail to use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as if CLT were the only way to learn a language, and everyone who fails to implement its techniques is ignorant and cannot teach the target language. See also English as an additional language Grammar–translation method Language education Language exchange Learning by teaching (LdL) Notional-functional syllabus Task-based language learning Teaching English as a foreign language Target language (translation) References Further reading Færch, C., & Kasper, G. (1983). Strategies in interlanguage communication. London: Longman. Language-teaching methodology