El enfoque por tareas en la enseñanza de la lengua extranjera ha recibido una gran atención en los últimos años. Sin embargo, existen pocos trabajos que, desde la propia práctica educativa, reflexionen sobre sus ventajas e inconvenientes. La experiencia que presentan los autores en este artículo llena esta laguna.
El objetivo de este artículo es presentar, con cierto detalle, los presupuestos básicos y las prácticas educativas que se aglutinan alrededor del «lenguaje integrado» cuando se trata de enseñar a los niños a leer y a escribir. Tras profundizar en los procesos de lectura y escritura, tal como se entienden desde este enfoque, se revisan situaciones desde los que pueden introducirse en el aula.
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