Kleiman (2013) conceives reading as a socially situated practice that enables students to interact critically with texts, emphasizing the construction of meaning rather than the passive extraction of information. Rojo (2012) reinforces the idea that reading in schools should be tied to students’ social realities, allowing them to reflect on discourses, question power relations, and participate actively in society. Both advocate for multiliteracies and discursive diversity in educational contexts. Which of the following EFL classroom practices best aligns with Kleiman (2013) and Rojo’s (2012) views on reading as a socially situated and critical practice?