In the advanced pedagogical design of inclusive English language classrooms, Teaching Learning Materials (TLM), textbook evaluation metrics, and remedial teaching frameworks form the structural triad for addressing diverse learning needs. Consider the following four advanced propositions: I. Graded textbooks and multimodal TLMs must be evaluated through rigorous pedagogical criteria—such as content authenticity, cultural representation, cognitive load alignment, and scaffolding potential—to ensure they successfully mediate between complex target language structures and heterogeneous learner profiles. II. Remedial teaching (diagnostic-prescriptive teaching) is fundamentally designed as an advanced enrichment program exclusively meant for high-achieving gifted learners to accelerate their academic progress beyond the prescribed syllabus, while low-performing students acquire language entirely through incidental immersion. III. According to diagnostic testing principles in English language teaching, remedial instruction must not merely repeat previous classroom lessons with louder delivery or rote drills, but should instead employ distinct multisensory approaches, simplified syntactic chunks, and targeted micro-skills practice to resolve specific learning gaps identified during diagnostic assessments. IV. The principle of localization in TLM design suggests that instructional materials should incorporate regional context, indigenous literature, and familiar sociocultural environments to bridge the gap between abstract target language rules and the learner's immediate lived experience, thereby enhancing cognitive engagement and comprehension. Identify the option that correctly evaluates the pedagogical, diagnostic, and theoretical validity of propositions I, II, III, and IV according to modern language education methodology and Remedial education principles.