certain grammar is necessary to complete the activity, then instructors should incorporate that into the scavenger hunt. Criticism Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique. In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. He mentions that CLT is not an altogether cohesive subject but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly. Criticism of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, it uses a large amount of confusing vocabulary, and it assumes knowledge that is predominately not language-specific (such as the ability to make educated guesses) to be language-specific. Swan suggests that those theoretical issues lead to confusion in the application of CLT techniques. Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" of a language (the grammatical systems of the language). That priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that in CLT techniques, the languages that a student might already know are not valued or employed in instructional techniques. Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her criticisms of CLT is that it falsely implies that there is a general consensus regarding the definition of "communicative competence," which CLT claims to facilitate. Because there is no such agreement, students may be seen to be in possession of "communicative competence" without being able to make full or even adequate use of the language. That individuals are proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language. That criticism largely has to do with the fact that CLT is often highly praised and is popular though it may not necessarily be the best method of language teaching. Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT