Gratitude as a socioemotional and linguistic tool: an experiential workshop for adolescents in the context of learning French.

Abstract

This article describes the design and implementation of the educational workshop "My Gratitude List," conducted with teenagers at the Irish School of Villahermosa. The intervention integrates principles of positive psychology with the teaching of French as a foreign language, aiming to promote emotional well-being and communicative competence. The workshop was organized into four phases: opening, conceptualization, production, and closing, encouraging the use of affective vocabulary in the target language. The methodology was qualitative and participatory, based on direct observation, written and oral productions, and a socio-emotional self-assessment questionnaire. Key results include a reduction in communication anxiety, reflected in a greater willingness to participate, and an increase in group cohesion, evidenced by attitudes of mutual support.