Much has changed for today's language learners. The people, artifacts, and popular culture of a target language are often highly accessible to language learners and teachers, despite geographical barriers. This accessibility, of course, is possible through mass media and electronic forms of communication. This is phenomenal. But with this unprecedented accessibility comes serious questions about the media educators have at their disposal and about the role of media education in the TESOL profession. Not only do they need to pay attention to images of cultures as they are packaged by mass media, but educators need to understand how media enters into their profession and consider how they want to respond to it. In this article, the author proposes media education as one way to develop this informed outlook and initiate conversations among language educators and students. The author begins with an introduction of media education as a way to create a public sphere for discussion within the classroom. She then shares some examples of how media analysis engages students with language issues, and finally the author highlights several media-related arenas that merit further conversation, debate, and research in TESOL. (Contains 1 footnote.)