Learning English as a foreign language is not exclusive to the classroom, as it is believed. English teachers in México face a common challenge, one which becomes an issue for students as well; the classroom is the only place where students practice and get exposed to the language. Therefore, it is argued that more efforts need to be made to encourage students to use the language beyond the classroom walls.   Thus, a proposal of a practical model is presented to create opportunities for students to keep practicing the language in a more natural way outside the classroom. This “English Ecosystem” model describes a holistic environment that encourages and extends the learning by motivating students through a variety of innovative and attractive activities. These activities do not only approach the four language skills, but also the students’ needs, and interests are considered.   Here, the teachers’ role changes to become a guide and a provider of dynamic activities such as literature circles, field trips and interesting experiments; as well as to contribute with constructive feedback.  During the “English Ecosystem” sessions there will not be any grading since the main purpose is to supply a proper environment where students can feel relaxed and improve their language proficiency.   The authors believe that this model can provide students with an alternative to the ordinary academic learning methods, in which there will be a constructive environment where students will increase their cooperation, confidence and self-esteem in learning English as a second language.