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This conceptual article introduces the 4Rs Framework— Reading, Repositioning, Reflecting, and Responding —as a pedagogical model for designing Deeper Learning Episodes (DLEs) in the language-as-discipline classroom. Building on pluriliteracies pedagogy and research into disciplinary literacies, global citizenship, and epistemic fluency, the framework re-envisions how language learning can integrate cognitive, ethical, and affective dimensions of growth. While task-based language teaching (TBLT) has advanced communicative competence and authenticity, research also highlights challenges in maintaining conceptual depth and transfer. The 4Rs Framework complements these strengths by embedding feedback, scaffolding, and relevance within recursive learning spirals that connect knowledge building to civic and intercultural engagement. Each “R” represents a distinctive literacy practice: Reading across plurimodal and multilingual texts; Repositioning through multiperspectival inquiry; Reflecting via epistemic humility and compassionate understanding; and Responding through ethically grounded participation and action. Together, these practices transform the language(s) classroom into a space for disciplinary thinking, meaning-making, and responsible global citizenship. The article concludes by outlining a research agenda for examining how 4Rs-based design can enhance progression, transfer, and learner flourishing across educational contexts.
Meyer et al. (Fri,) studied this question.