Learners of EAL/D belongs to diverse literal, educational and linguistical background, where most of them have had experienced the learning process of English in their country as an overseas dialect and foreign language, on the other hand others students might have very less to no formal education in terms of English learning or might have had an disrupted schooling. Teachers who are specialised in teaching EAL/D should integrate diagnostic assessment and identify the standards and levels of each student’s knowledge in terms of English language