A Discussion‐Based Online Approach to Fostering Deep Cultural Inquiry in an Introductory Language Course Paula Garrett‐Rucks Georgia State University Abstract: Fostering and assessing language learners’ cultural understanding is a daunting task, particularly at the early stages of language learning with target language instruction. The purpose of this study was to explore the development of beginning French language learners’ intercultural understanding in a computer‐mediated environment where students discussed online cultural instruction among peers, in English, outside of formal instructional time. Discourse analyses of the discussion transcripts revealed sizeable growth in learners’ development of intercultural sensitivity in response to different types of online instructional materials. Volunteer participants provided additional insight into the influences of the instructional materials on changes in their worldviews in post‐discussion interviews. In addition to providing evidence of effective uses of technology to resolve conflicts between target language use and deep cultural learning in the beginning world language curriculum, findings from this study document the application of an assessment model used to measure learners’ development of intercultural understanding. Key words: cultural instruction, Cultures standards, intercultural sensitivity, introductory foreign language curriculum, 3Ps Introduction The need to understand cultures and worldviews other than one’s own has critical personal, social, economic, and cultural importance in our increasingly diverse, mobile, and globalized society. The importance of intercultural understanding is emphasized in the Standards for Foreign Language Learning (National Standards, 1999, 2006): Standard 2.1 focuses on cultural practices and perspectives, Standard 2.2 addresses cultural products and perspectives, and Standard 4.2 explains the Paula Garrett‐Rucks (PhD, University of Wisconsin) is Assistant Professor of Foreign Language Education, Second Language Acquisition, and French at Georgia State University, Atlanta. Foreign Language Annals, Vol. 46, Iss. 2, pp. 191–212. © 2013 by American Council on the Teaching of Foreign Languages. DOI: 10.1111/flan.12026 Foreign Language Annals  VOL. 46, NO. 2 191