During the last 10 years there has been a surge of interest in methods for self- assessment of foreign language proficiency. Work has been undertaken in many parts of the world and several reports on both theoretical and practical issues have been published recently. This paper outlines the justification for adopting self-assessment principles in language teaching and learning, makes references to research and sources supporting the statements made, and also presents some ideas and materials that illustrate developments taking place.

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The present didactic sequence aims at designing learning experiences through the creation of bilingual ecosystems, mediated by ecotourism, within the perspective of social work in the context of a rural elementary school in the community of La Honda. In Colombia, language education in rural areas is one of the most underexplored social diversities in the field (Bonilla & Cruz-Arcila, 2013). This situation encouraged implementers to focus their attention on the language education opportunities that the community La Honda deserves to have. The project is designed to be conducted with multigrade students from the elementary school Institución Educativa Combia, branch La Honda. Since the school is based on the model of Escuela Nueva, the methodology will be oriented towards following its principles, permeated by the use of experiential learning. The creation of this project allowed researchers to conclude that the designed learning experiences might generate an improvement in participants' lives, by virtue of the acquisition of language skills, and the appreciation of the cultural and environmental resources that this rural community has.

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