Object-oriented vs. learner-oriented didactics
The contents of a second language learning program may be described, and its results evaluated, in terms of topics covered by the program, or in terms of levels of communicative competence to be attained by the students. From a linguist's perspective, the topical view appears to be of paramount importance; from a language learner's perspective, the "level-of-competence" view is of primary concern.
Broadly speaking, current emphasis is on the latter perspective as illustrated e.g. by the European Language Portfolio framework for monitoring and evaluating second language competence.
Both perspectives are valid and necessary. The balance between them may legitimately vary, however, depending on students' goals, motivations and strengths on the one hand, and depending on the overall purpose of the given language tutorial on the other. In the original setting in which ALI Swahili was developed, a two-pronged didactic approach, which includes both perspectives, is higly desirable.