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The goal of language teaching today is language for communication (Brown, 2001; Richards & Rodgers, 2006).
Systemic linguistics defines the main goal of language typology itself as mainly identifying cross-linguistic regularities in systems (e.g. MOOD, MODALITY) and their realisations.
The emphasis on communicative approaches to language instruction (i.e., communicative language teaching, CLT), as both the means and ultimate goal of language learning, fits well with the principles of constructionism (Ruschoff & Ritter 2001).
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"The Changing Goals of Language Instruction" Languages for a Multicultural World in Transition.
We can, however, often fruitfully discuss emerging linguistic innovations if we keep in mind three main goals of language use: effective communication, pleasing expression and moral solidarity.
The paper also shows that systemic typology is a contribution to the broad goals of language typology, using the general dimensions of language the SFL theory offers.
Since CTT holds that variation can be minimised when tests measure just one trait, one of the goals of language test writers has been to produce tests that are internally consistent, i.e., in all items are homogeneous in terms of what they measure.
But in terms of the long-term goals of language-learning, it isn't so much the quantity that counts, only the quality.
A primary goal of natural language processing researchers is to develop a knowledge-based natural language processing (NLP) system that is portable across domains.
Hence the study of modern languages was put into literature departments, with literary studies being the primary goal of the language program.
If literature is not the goal, then exactly what is the goal of a language curriculum?
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com