intTypePromotion=1
zunia.vn Tuyển sinh 2024 dành cho Gen-Z zunia.vn zunia.vn
ADSENSE
 » 
 » 

Phương pháp giáo dục phản biện cho lớp học tiếng Anh ở các trường đại học Việt Nam

Chia sẻ: _ _ | Ngày: | Loại File: PDF | Số trang:8

Thêm vào BST
Báo xấu
38
lượt xem 2
download
 
  Download Vui lòng tải xuống để xem tài liệu đầy đủ

Bài nghiên cứu này sẽ tập trung khái quát những khái niệm và mục tiêu chủ yếu của phương pháp giáo dục phản biện, từ đó đưa ra lí do cho việc áp dụng tư duy phản biện vào việc dạy và học tiếng Anh ở các trường đại học Việt Nam. Với mục đích phát triển tư duy phản biện cho người học, gần đây phương pháp giáo dục phản biện đã phát triển mạnh trong lĩnh vực giáo dục ngoại ngữ toàn cầu. Mời các bạn cùng tham khảo!

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Phương pháp giáo dục phản biện cho lớp học tiếng Anh ở các trường đại học Việt Nam

  1. TẠP CHÍ KHOA HỌC TRƯỜNG ĐẠI HỌC QUY NHƠN Phương pháp giáo dục phản biện cho lớp học tiếng Anh ở các trường đại học Việt Nam Đoàn Nguyễn Thị Lệ Hằng*, Đoàn Thị Thanh Hiếu Khoa Ngoại ngữ, trường Đại học Quy Nhơn, Việt Nam Ngày nhận bài: 03/03/2020; Ngày nhận đăng: 07/04/2020 TÓM TẮT Với mục đích phát triển tư duy phản biện cho người học, gần đây phương pháp giáo dục phản biện đã phát triển mạnh trong lĩnh vực giáo dục ngoại ngữ toàn cầu. Tuy nhiên, ở Việt Nam, phương pháp này vẫn còn chưa được nhiều người biết đến và vẫn còn rất nhiều hoài nghi xung quanh tính khả thi của phương pháp này. Bài báo này sẽ tập trung khái quát những khái niệm và mục tiêu chủ yếu của phương pháp giáo dục phản biện, từ đó đưa ra lí do cho việc áp dụng tư duy phản biện vào việc dạy và học tiếng Anh ở các trường đại học Việt Nam. Từ khóa: Dạy tiếng Anh, phương pháp giáo dục phản biện, tư duy phản biện. Tác giả liên hệ chính. * Email: doannguyenthilehang@qnu.edu.vn Tạp chí Khoa học - Trường Đại học Quy Nhơn, 2020, 14(2), 79-86 79
  2. JOURNAL OF SCIENCE Q U Y N H O N U N I V E RS I T Y Critical pedagogy for university English language classrooms in Vietnam Doan Nguyen Thi Le Hang*, Doan Thi Thanh Hieu Foreign Language Department, Quy Nhon University, Vietnam Received: 03/03/2020; Accepted: 07/04/2020 ABSTRACT Originally derived from critical thinking, critical pedagogy has rapidly emerged as a promising approach in language education worldwide. However, this method appears relatively novel and highly questionable in English language education in non-Western contexts like Vietnam. This paper, therefore, presents an overview of critical pedagogy as a language teaching approach and some arguments for the implementation of this approach to improve teaching and learning English as a foreign language in Vietnam, especially in tertiary classrooms. Keywords: critical thinking, critical pedagogy, English as a foreign language, English language education 1. INTRODUCTION testing and assessment, and a limited relevant curriculum in working for students from diverse English as a foreign language (EFL) has been socio-economic backgrounds.1 Among these, the significantly increasing in importance in Vietnam curriculum in use appears to exert a profound for the past few decades. Teaching English impact. As a result, there is a strong need for a has come into the center focus in the national change in EFL teaching in Vietnam. educational policy since this country sped up its integration into the world market in 2007. As an Meanwhile, researchers who are international language, English is considered as interested in meaningful and locally relevant a bridge to the world outside. English is taught at curricula suggest critical pedagogy for an all educational levels, and a certificate in English alternative approach in language teaching proficiency is required for all graduates. and learning.3 Taking learners’ voice as the center, critical pedagogy in EFL considers Nevertheless, English teaching and English language “as not simply a means of learning in Vietnam, especially at the tertiary expression or communication but as a practice level is not qualified as expected.1 After that constructs, and is constructed by, the ways over ten years of learning English at school, language learners understand themselves, their the majority of graduates are still unable to social surroundings, their histories, and their communicate effectively in English.2 This possibilities for the future.”3 failure can be attributed to different factors such as the serious shortage of learning facilities, With this critical viewpoint in mind, this teacher-dominated classrooms, grammar-based paper will argue that critical pedagogy could Corresponding author. * Email: doannguyenthilehang@qnu.edu.vn 80 Journal of Science - Quy Nhon University, 2020, 14(2), 79-86
  3. JOURNAL OF SCIENCE Q U Y N H O N U N I V E RS I T Y serve as a solution for the current teaching is decontextualized knowledge which does not situation in Vietnam. The paper will first present reflect students’ own problems and thus may not a brief description of critical pedagogy as a become as useful as expected. teaching approach in general and then in English In contrast, in the problem-posing model language teaching in specific. The next two of critical pedagogy, teachers are interested in sections provide a review of research studies hearing learners’ voice rather than perpetuating on the practicality and effectiveness of critical the power, domination and authority in pedagogy in Asia and how this approach is classrooms. The teachers involve themselves in compatible with a Vietnamese national project critical dialogue with their students and work as on EFL teaching. The paper will conclude co-investigators to identify existing problems. with some implications to implement critical These problems will stimulate the process of pedagogy for more improvements in English collaboratively constructing knowledge, and language education in Vietnam. thus the transmitted knowledge is getting not 2. CRITICAL PEDAGOGY AS A TEACHING only more relevant but also more engaging. APPROACH Further, dialogue, as a key to this problem- First proposed by Brazilian educator Paulo posing approach, can foster critical thinking and Freirein, critical pedagogy is based on the premise equality among all participants including teachers that the world is always full of contradictions, and students. By striving to resolve the identified inequality and unfairly distributed power and problems in dialogue, students are familiarized privilege.4 Even educational institutions, which with making decisions in classrooms, which are generally expected to work on neutral ground, nurtures their decision-making skills in their own indeed have been long serving as contributors life outside the classroom.8 In other words, it can to transmission and reproduction of dominant be said that critical pedagogy and its problem- ideologies that are out of date and thus do not posing model target teaching at “voice, social reflect learners’ need in real life.5 transformation and agency”.9 Consequently, critical pedagogy attempts In order to achieve these goals, teachers in to develop students’ ability to think critically critical pedagogy have to adopt two fundamental about their own problems so that they can act goals. The first is related to reproduction.10 on it and improve their life. Accordingly, a Reproduction refers to “how students are meaningful curriculum should include students’ conditioned mentally and behaviorally by life situations as primary contents and take the practice of schooling to serve dominant dialogue as the center of learning process to ideologies”.10 This condition may be imposed avoid the one-way transmission of knowledge.6 unintentionally but inevitably result in Learners therefore can be empowered to act transmission of these ideologies to students, as agents for social changes.7 In other words, leading to their incompetence in their own life. this approach to education aims to promote the Consequently, the first task of a critical teacher learners’ life with a focus on action. is to help students recognize this reproductive process to challenge it. Obviously, this approach is quite contradicted to the well-established teaching The second related theory is resistance.10 practices in many non - Western contexts, also This theory “explains how there are sufficient called the banking model of education. This contradictions within institution to help subjects traditional model defines teaching merely as resist and subvert such reproduction, gain “transmission of knowledge from teachers to agency, conduct critical thinking and initiate students”.6 What is taught in banking education change”.10 Accordingly, teachers should take the Journal of Science - Quy Nhon University, 2020, 14(2), 79-86 81
  4. TẠP CHÍ KHOA HỌC TRƯỜNG ĐẠI HỌC QUY NHƠN new role of “Transformative Intellectual” to use belief in “apolitical neutrality of English”,15 their knowledge and skills to challenge structural and their view of language classes as isolated inequalities in their own classrooms and to raise from the large historical and social conditions.15 students’ awareness of current problems to Accordingly, language teachers and learners address life situations. are not encouraged to address social issues in 3. CRITICAL PEDAGOGY IN ENGLISH classrooms. Critical pedagogy practitioners LANGUAGE TEACHING claim that these current teaching approaches fail to capture “the complexity of language When applied into English language teaching socialization, socio-cultural perspective of (ELT), critical pedagogy has attracted a lot of learning and learners’ multiple identities”.11 attention because of its identifying common misunderstandings among English language Sharing the same view, Canagarajah teachers. As usual, that ELT is increasingly adds that methods are not neutral or based on globalized is perceived as inevitable and empirical research for purely practical reasons.15 contributive to the international communication.11 Teaching methods in use are culturally and Understandably, English language teachers ideologically constructed with political economic tend to believe that the acquisition of English consequences. Given the mediating role of is not problematic. However, critical pedagogy social, cultural and historical context on the use advocates have seriously criticized this naive of teaching methods, Canagarajah shows strong view. Peirce claims that English as a global support for pedagogy of post Methodism where language is intrinsically political and has no particular method is selected for all language become an effective tool for its native speakers classrooms.15 Rather, negotiations between to gain power.12 Hall accuses ELT of “helping teachers and students should be conducted on to maintain unequal core-periphery relations in the most appropriate teaching approach for their the capitalist world-economy, and suppressing own context and learning purpose. diversity of language and thought in the world.”13 As further clarified by Kumaravadivelu, Since the increasing globalization of post Methodism formulates three interacted English led to the so-called “the international parameters in language teaching namely linguistic hegemony of English”,14 critical particularity, practicality and possibility.16 pedagogy can take the remedial role to purify Specifically, particularity refers to contextualized and free language classrooms from the linguistic pedagogy designed with a deep understanding hegemony. Specifically, critical language of local linguistic, sociocultural and political teachers can raise students’ awareness of features. It is teachers who are in charge of dominant ideologies constructed in textbooks constructing their own teaching method theories designed by native speakers so that they can and put it into practice for high practicality. adopt a positive stance towards both the target Language learning opens up a wide range of language and their native language. possibilities when tapping learners’ social Additionally, most of the current teaching consciousness for identity information and methods in second language education such social transformation rather than confining as Audio lingual, Communicative language itself to linguistic knowledge achievements teaching or Task-based teaching aim only to inside the classroom as traditionally practiced. help learners communicate in English. They are Finally, he emphasizes that students’ linguistic mainly concerned with what to learn (grammar needs are always closely linked to social needs or communicative competence) and how to learn and teachers’ social responsibility for identity (methodology).11 This can be attributed to their formation in language classrooms. 82 Tạp chí Khoa học - Trường Đại học Quy Nhơn, 2020, 14(2), 79-86
  5. JOURNAL OF SCIENCE Q U Y N H O N U N I V E RS I T Y Evidently, critical language pedagogy is language classrooms. Once learners’ culture aimed both at language learning and at social is paid enough attention in the classroom, change. Critical English teaching takes joint they can have opportunities to think critically goals, developing both English communicative about the negative and positive aspects of their abilities and a critical awareness of the world.17 own life as well as the foreign life. Students’ Accordingly, critical English language teachers critical awareness will arise, generating social use the same themes as critical pedagogy transformation and bringing about positive practitioners when using learners’ issues as changes in their life.19 prompts and targets to learn speaking, writing, 4. CRITICAL PEDAGOGY IN ACTION IN reading and listening in English. That is to say, ASIA critical language pedagogy neither ignores nor Notwithstanding these innovative orientations replaces the well-developed teaching methods. of critical pedagogy, the mismatch between Instead, it adds the critical quality to the existing this Western approach and the sociocultural practice. context in Asia may cast serious doubts on The critical quality in ELT can be best its implementation in Vietnam. As widely identified in its view about language and culture acknowledged, ELT in Asian countries such as choice in classrooms. It has been the case that Japan, Vietnam, China or Taiwan, etc. has long English-only classrooms are increasingly considered learners as passive recipients of desirable since they sound more authentic knowledge, teachers as the center of all activities and reflect the usefulness of first language and authority in classrooms, and the banking immersion in second language acquisition.8 model as the most effective approach. These However, critical pedagogy advocates provided mismatching features that have been documented empirical evidence for the effectiveness of to lead to the failure in implementing the bilingual instructions in second language communicative language teaching, another well- teaching.8 They argue that abandoning learners known Western teaching approach.20 Despite to use their mother tongue is a form of linguistic these doubts, this approach, indeed, has been imperialism and a sign of disempowerment in successfully put into practice in different Asian language classrooms.14 Further, English-only countries, especially at the tertiary level. practice can violate the formation of learners’ Typically, in Iran the problem-posing identity, which results in their feeling inferior to approach of critical pedagogy was implemented the target culture.18 Therefore, the use of the first in an EFL class by Sadeghi.11 His study aims language can help maintain English language to find out how this approach helps maintain learners’ own cultural identity. discussions and develop students’ critical Cultural maintenance is another important consciousness. Accordingly, his students view of critical pedagogy in ELT. Because were engaged in learning activities that could of the inseparability of language and culture, increase their awareness of social justice and language learners tend to be assimilated into their willingness to make more contribution to the cultures of English native speakers such the society. After one semester, feedback from as Britain or America. It is obvious that the student participants show majority support for tendency of monoculturalism merely aims to this approach and their strong preference for serve the English natives and highly likely to daily life topics raised by themselves and the downgrade learners’ own cultural values and teacher over decontextualized topics presented in the textbooks. beliefs.16 Therefore, critical pedagogy sets its face against this tendency and advocates the Working towards the same goal, Sekigawa integration of first language culture into English and his colleagues studied three different groups Journal of Science - Quy Nhon University, 2020, 14(2), 79-86 83
  6. TẠP CHÍ KHOA HỌC TRƯỜNG ĐẠI HỌC QUY NHƠN of EFL university students in Japan.21 They were efficacy in various ELT contexts for higher nursing students, international students and those education in Asia. Although similar research majoring in leadership. The main aims of the study remains hard to locate in literature in Vietnam, are both to improve students’ speaking skill and these studies have provided support for critical to encourage them to express their own opinions pedagogy implementation there given its for a higher critical consciousness. Findings comparable learning culture. Another favorable reveal that at first the participant students felt condition can result from the correspondence anxious about this newly - introduced teaching between critical pedagogy and the goals of method due to their low English proficiency, but the National Foreign Language Education later they could convey their ideas in English Project launched by the Vietnamese Ministry of effectively on topics related to their own Education and Training. problems. 5. CRITICAL PEDAGOGY AND THE Revealing the similar positive results, NATIONAL FOREIGN LANGUAGE a study in Taiwan by Yang and Gamble used PROJECT IN VIETNAM an experimental design with two freshman EFL classes to examine the practicality and In an attempt to improve English language effectiveness of activities enhancing critical proficiency in Vietnam, a project called National thinking.22 While the experimental group took Foreign Language Education Project was set up part in debates or peer critiques, the control in 2008 in order to renovate the teaching and group was involved in familiar activities such learning of foreign languages within the national as group presentations and writing process. Data educational system. The project mainly aims to were collected from General English Proficiency enable Vietnamese university students to reach a Tests and content-based achievement tests globally recognized level of English language.24 for both groups as well as group projects and Noticeably, this national project has some targets attitudinal questionnaires for the experimental for the 2017 - 2025 period in accordance with group. Analyzing all the data shows that the critical pedagogy. experimental group outperformed the control Specifically, the ultimate goal of this group in both tests and demonstrated a higher project is to explore new approaches to make critical-thinking skill. ELT more relevant, efficient and productive More recently, Kuo designed a critical and to satisfy a variety of learners’ needs.24 As thinking activity for non-English majors in previously mentioned, critical pedagogy views Taiwan based on the theory of critical literacy.23 learning as a contextualized and personalized The activity engaged students in using a picture process, so the teaching curriculum and materials book in different learning tasks and then in use have to be relevant to the target students to evaluating it from different perspectives. In provide meaningful education.10 order to clarify the effectiveness of this activity, Another criterion of the target teaching the researcher analyzed data from classroom approach in the Project is its capability to observation notes, participants’ reflection papers enable language learners to reflect students’ and assignments as well as follow-up interviews. own values and prior learning experiences.24 Results indicate that learners acquired critical Again, these aims are compatible with an competence when investigating multiple important orientation of critical EFL pedagogy perspectives and re-examining their real world. that considers learning as a means to tap on It can be seen from these studies that students’ previous knowledge and to maintain critical pedagogy has proved practicality and their identity as well as to respect their culture.10 84 Tạp chí Khoa học - Trường Đại học Quy Nhơn, 2020, 14(2), 79-86
  7. JOURNAL OF SCIENCE Q U Y N H O N U N I V E RS I T Y Last but not least, the desired teaching selection of content, mode of working, route of approach has to enhance students’ autonomy, working, assessment, and so on”.25 This practice creativity and critical thinking.24 These are can help shorten the power distance between central concepts of critical pedagogy as it states teachers and students and promote learner- learning is based on critical dialogue and learners centered classrooms, which are the heart of actively taking part in constructing knowledge. critical pedagogy. However, it seems to be so challenging to use the full negotiated syllabus As can be seen above, critical pedagogy in the Vietnamese context given long-existing is not in conflict with the development goals institutional constraints, traditional beliefs and of language education in Vietnam. Therefore, the importance of exams. Therefore, it may be critical pedagogy appears to be more situated to more feasible to use the semi-negotiated syllabus implement in ELT in Vietnam than ever before. at the tertiary level in which students can choose 6. IMPLICATIONS FOR THE CRITICAL their topics, supplementary learning materials or PEDAGOGY IMPLEMENTATION IN EFL the mode of mid-term assessment. CLASSROOMS IN VIETNAM Last but not least, codes should be used to In the following section are some research-driven promote critical thinking and dialogue. According implications for EFL teachers and educators for to Wallerstein, codes are “concrete physical more effective and successful implementation of expressions that represent all of the aspects of a critical pedagogy in EFL classrooms in Vietnam. theme surrounding a problem”.17 They can take Firstly, critical pedagogy should be the forms of photographs, stories, movies, songs, included in EFL teacher education programs. etc. Teachers can use codes to engage students in According to Canagarajah, teachers have to critical dialogue where they “name the problem, be critical thinkers and know how to facilitate understand how it applies to them, determine the learning rather than merely transmit content causes of the problem, generalize to others, and knowledge.10 However, this mission is no doubt finally, suggest alternatives or solutions to the very challenging on the part of teachers since they problem”.17 Accordingly, students can increase have long acted as passive learners and received their critical thinking, which is the target of no training on the problem-posing teaching critical pedagogy. model. Indeed, Rashidi and Mozaffari provided 7. CONCLUSIONS evidence for EFL teachers’ professional concerns as the main reasons for their reluctance in critical Evidently, critical pedagogy appears to be a viable pedagogy implementation.19 Therefore, training ELT method that could be exploited in Vietnam. courses in critical pedagogy should be first This approach would not only make ELT in offered in order to engage teachers in this newly- Vietnam more relevant to language learners and introduced approach. hopefully improve their language proficiency but also foster students’ awareness of problems Secondly, using Vietnamese should be arising in their daily life. Critical pedagogy is allowed in low-level EFL classes. This practice feasible in Vietnam because it has been realized can not only engage students effectively in in similar English teaching contexts in Asia, and critical dialogue but also assist their acquisition it is in accordance with the aims of the current of a foreign language and maintain their cultural national project on foreign language education. identity.8 These aims can be achieved by offering training Thirdly, semi-negotiated syllabus should courses and using the negotiated syllabus, be employed at the initial implementation codes and the native language to assist English stages. According to Clarke, the negotiated language teaching and learning in university syllabus “allows full learner participation in classrooms. Journal of Science - Quy Nhon University, 2020, 14(2), 79-86 85
  8. TẠP CHÍ KHOA HỌC TRƯỜNG ĐẠI HỌC QUY NHƠN REFERENCES 14. R. Phillipson. Linguicism: Structures and ideologies in linguistic imperialism. Minority 1. H. T. Le. ELT in Vietnam general and tertiary education: From shame to struggle. Multilingual education from second language education Matters, Avon, 1988, 339-358. perspectives, VNU Journal of Foreign Studies, 15. A. S. Canagarajah. Globalization, methods and 2013, 29 , 65-71. practice in periphery classrooms. Globalization 2. H. V. Van. English for Specific Purposes: and language teaching. Routledge, London, Theories and Practice. Publisher of National 2002, 134-150. University of Ha Noi, Ha Noi, 2010. 16. B. Kumaravadivelu. Critical language pedagogy: 3. B. Norton, K. Toohey. Critical pedagogies and A post method perspective on English language language learning. Cambridge University Press, teaching. World Englishes, 2003, 22, 539–550. Cambridge, 2004. 17. G. Crookes. Critical ELT in action: Foundations, 4. Peter McLaren. Critical pedagogy: A look at the major concepts. The Critical pedagogy reader. promises, praxis, Routledge, New York, 2013. Routledge Press, New York, 2002, 69-96. 18. R. Akbari. Transforming lives: Introducing 5. H. A. Giroux. Theory and resistance critical pedagogy into ELT Classrooms, ELT ineducation: Towards a pedagogy for the Journal, 2008, 62, 276-283. opposition, 2nd edition, Greenwood Publishing 19. N. Rashidi, F. Mozaffari. Education in hope: Group, Connecticut, 2001. On the practice of critical pedagogy in Iranian 6. M. J. Riasati, F. Mollaei. Critical pedagogy postgraduate and undergraduate efl classrooms, and language learning, International Journal The Journal of Linguistic and Intercultural of Humanities and Social Science, 2012, 2(21), Education, 2012, 5, 135-155. 223-230 20. G. Hu. Potential cultural resistance to 7. K. R. Larson. Critical pedagogy(ies) for ELT in pedagogical imports: The case of communicative Indonesia, TEFLIN Journal, 2014, 25(1), 122- language teaching in China, Language Culture 138. and Curriculum, 2002, 15(2), 93-105. 8. Elsa Aurebach. The politics of the ESL 21. Y. Sekigawa, T. Sugino, C. Mimura, R. classroom: Issues of power in pedagogical Chaikul. Taking a critical pedagogic turn in L2 choices. Power and inequality in language teaching, 42nd JALT Conference, Nagoya, Aichi education. Cambridge University Press, Prefecture, Japan, 2006. Cambridge, 1995, 9-32. 22. Y. C. Yang, J. Gamble. Effective and practical 9. P. Freire. Pedagogy of the oppressed. Continuum critical thinking-enhanced EFL instruction, ELT International Publishing Group, New York, 2009. Journal, 2013, 67(4), 398-412. 10. A. S. Canagarajah. Resisting linguistic imperialism 23. J. Kuo. Critical literacy in the EFL classroom: in English teaching, Oxford University Press, Evolving multiple perspectives through learning Oxford, 1999. tasks, The Journal of Asia TEFL, 2014, 11(4), 11. S. Sadeghi. Critical pedagogy in an EFL teaching 109-138. context: An ignis fatuus or an alternative approach, Journal of Critical Education Policy 24. National Foreign Language Project 2017- Studies, 2005, 6(1), 1-9. 2020, Decision 2080/ QĐ-TTg. < http:// n g o a i n g u q u o c g i a . m o e t . g o v. v n / P o r t a l s / 12. B. N. Peirce. Toward a pedagogy of possibility in the teaching of English internationally: People's Legals/636764008725850651-so%202080%20 English in South Africa,  TESOL quarterly, 22.12%20QD%20phe%20duyet%20dieu%20 1989, 23(3), 401-420. chinh%20bo%20sung%20De%20an%20 giai%20doan%202017-2025.pdf>, retrieved on 13. G. Hall. Local Approaches to Critical 29/01/2020. Pedagogy: An investigation into the Dilemmas Raised by Critical Approaches to ELT. CRILE 25. D. F. Clarke. The negotiated syllabus: what is it Publications. Linguistics Department, Lancaster and how is it likely to work?, Applied Linguistics, University, England, 2000. 1991, 12(1), 13-28. 86 Tạp chí Khoa học - Trường Đại học Quy Nhơn, 2020, 14(2), 79-86
ADSENSE

CÓ THỂ BẠN MUỐN DOWNLOAD

THÔNG TIN
TRỢ GIÚP
HỖ TRỢ KHÁCH HÀNG
Theo dõi chúng tôi

Chịu trách nhiệm nội dung:

Nguyễn Công Hà - Giám đốc Công ty TNHH TÀI LIỆU TRỰC TUYẾN VI NA

LIÊN HỆ

Địa chỉ: P402, 54A Nơ Trang Long, Phường 14, Q.Bình Thạnh, TP.HCM

Hotline: 093 303 0098

Email: support@tailieu.vn

Giấy phép Mạng Xã Hội số: 670/GP-BTTTT cấp ngày 30/11/2015 Copyright © 2022-2032 TaiLieu.VN. All rights reserved.

 

Đồng bộ tài khoản
3=>0