In a linguistically diverse and inclusive English classroom, educators frequently encounter various forms of language difficulties, cognitive interference, and developmental errors among learners from multilingual backgrounds. Consider the following four advanced propositions regarding the pedagogical management of language difficulties and learner errors: I. Interlingual errors arise primarily from negative transfer or interference of phonological, lexical, and morphosyntactic structures from the learner's native language (L1) into the target language (L2), whereas intralingual errors originate from the overgeneralization or incomplete rule-internalization of target language constraints itself (e.g., producing 'she comed' instead of 'she came'). II. Fossilization, a psycholinguistic phenomenon conceptualized within interlanguage theory, describes the permanent cessation of L2 progress where deviant linguistic forms remain permanently entrenched in a learner's spontaneous speech and writing, entirely impervious to further instructional intervention or communicative exposure. III. According to modern error analysis frameworks, student errors should be classified strictly as punishable offenses requiring immediate, punitive negative feedback and mechanical rote drills to ensure that incorrect forms are permanently eradicated before communicative fluency is encouraged. IV. Diagnostic-prescriptive teaching in a diverse classroom requires educators to systematically identify specific micro-skill breakdowns and language difficulties, subsequently deploying multisensory pedagogical interventions, differentiated scaffolding, and targeted remedial instruction to bridge performance gaps without inflating learners' affective filters. Identify the option that correctly evaluates the pedagogical, psycholinguistic, and theoretical validity of propositions I, II, III, and IV according to modern language education methodology and Error analysis principles.