This study took place in the extension courses for English learning at Universidad Libre in the afternoon. During the research, it was proven that most part of the students did not have enough vocabulary according to the level they were in, being demonstrated with the works they made in the first classes during the practicum. Additionally, they stated that their parents were not directly involved with their learning process since, as they thought they were teenagers, they found it unnecessary. Therefore, an initiative arose in order to create a proposal that allowed the students to acquire new vocabulary supported by their families’ participation. To do that, a series of data collection instruments were used to gather the information such as: the pre and post questionnaires, designed for the students and their families, the pre and the posttest using the KET exam, teacher’s journals and students’ personal reflections based on their progress and the lived experience in each session. When all the information was collected, it was analyzed through the Grounded Theory which exposed a relevant improvement regarding the acquisition of new vocabulary of the students throughout an innovative methodology that permitted them to interact with their families and practice their English level out of the classroom.