In the context of inclusive education and Second Language Acquisition (SLA), teaching English in a diverse classroom often reveals complex language difficulties and developmental errors. Consider the following complex propositions regarding the distinction between learners' errors and mistakes, and the pedagogical management of linguistic diversity:I. According to Corder's error analysis framework, systematic errors reflect an inadequate mastery of the target language system and reveal the learner's transitional competence (interlanguage), whereas performance mistakes are unsystematic slips of the tongue or pen that learners can self-correct when attention is drawn to them.II. Interlanguage fossilization, as theorized by Larry Selinker, refers to the permanent stabilization of linguistic errors in a learner's interlanguage system, which typically occurs when communicative needs are met despite persistent deviant structures.III. In a linguistically diverse classroom, first language (L1) interference (or negative transfer) should be treated as a cognitive deficit that requires punitive correction and strict prohibition of L1 usage to accelerate target language immersion.IV. Remedial pedagogy in a heterogeneous classroom benefits from diagnostic assessment that differentiates between developmental intralingual errors (overgeneralization, simplification) and interlingual transfer errors, allowing teachers to design targeted scaffolding rather than generalized drills.Identify the option that correctly evaluates the pedagogical and linguistic validity of propositions I, II, III, and IV.