In the instructional design of second-language English curricula, the selection and adaptation of Teaching Learning Materials (TLMs), textbook evaluation frameworks, and remedial teaching protocols are critical for achieving learning objectives. Consider the following four advanced propositions regarding TLMs, textbook analysis, and remediation: I. Textbook evaluation frameworks (such as Grant’s or Cunningsworth’s criteria) emphasize that a textbook must primarily serve as an absolute, self-contained pedagogical blueprint, restricting teachers from supplementing authentic discourse or adapting materials to local sociocultural contexts. II. Authentic TLMs—such as unedited newspaper articles, literary excerpts, and podcasts—expose learners to natural speech cadences and socio-pragmatic nuances, but they require careful pedagogical scaffolding to prevent cognitive overload among beginner or intermediate learners. III. Remedial teaching in English language education is conceptually distinct from reteaching; it requires rigorous diagnostic assessment to pinpoint specific cognitive or linguistic gaps, followed by targeted, multisensory interventions rather than mere mechanical drilling of failed structures. IV. The principle of multi-sensory integration in TLM design posits that engaging visual, auditory, and kinesthetic modalities simultaneously enhances phonological loop retention and facilitates deeper semantic encoding in long-term memory during second-language acquisition. Identify the option that correctly evaluates the pedagogical and theoretical validity of propositions I, II, III, and IV according to modern language curriculum design and remedial teaching methodology.