In the context of modern English Language Teaching (ELT) methodology and instructional design, the selection, adaptation, and evaluation of Teaching Learning Materials (TLMs) alongside diagnostic remedial structures play a pivotal role. Consider the following advanced theoretical propositions regarding TLM implementation, textbook evaluation, and remedial intervention:I. According to comprehensive textbook evaluation frameworks (such as those by Alan Cunningsworth and John Tomlinson), coursebooks should be treated as flexible resource banks rather than infallible prescriptions; teachers must adapt, supplement, or omit content to match local sociolinguistic contexts and learner needs.II. Authentic audiovisual and print materials provide critical exposure to natural pragmatic nuances, reduced forms, and sociolinguistic registers, but deploying them effectively in lower-proficiency classrooms requires careful structural and lexical scaffolding to prevent cognitive overload.III. Remedial teaching is purely an administrative disciplinary measure designed to penalize learners who exhibit low academic motivation, bypassing diagnostic testing and individualized psycholinguistic interventions entirely.IV. Jerome Bruner’s theory of cognitive representation suggests that physical and digital TLMs should ideally progress through enactive (action-based), iconic (image-based), and symbolic (language-based) stages, bridging concrete sensory experiences with abstract linguistic concepts.Identify the option that correctly evaluates the pedagogical and theoretical validity of propositions I, II, III, and IV.