The next generation's enthusiasm for instant messaging, videogames, and peer-to-peer file swapping is likely to be dismissed by their elders as so many ways to waste time and avoid the real worlds of work or school. But these activities may not be quite as vapid as they may seem from the perspective of outsiders--or educators. Researchers point not only to such obvious by-products as computer literacy, communicative skills, and community building, but to less immediately evident benefits like identity creation (avatars in games/chat), collaborative learning (networking to develop game playing strategies), or even mentoring (helping others in game strategies or game-related fiction writing). Clearly these are aspects of the net generation's created "third space" (neither home nor school/work) which are central to many of their lives and which could prove instructive for educators seeking ways to connect to their students. While none of these technologies was developed to support language learning, they are being used for that purpose, sometimes directly, sometimes as a side benefit. Given the wide-spread acceptance and use by students of these technologies, the author examines some of the ways in which they are being adapted for use in formal and informal language learning.