This article investigates commercial software design practices as they specifically relate to foreign language
education. Commercial educational software companies currently produce the majority of language learning software available on the market.
Commercial ventures producing CALL software share many design practices that call into question their educational validity. The design
practices of commercial CALL software companies are incongruent with the goals of foreign language education. The problems associated with
commercial CALL ventures can be seen in the cultural aspects of the programs, particularly when dealing with issues of cultural authenticity
and representation. Practices that create these cultural problems are investigated and outlined in this article. The results of these
problems are also highlighted to allow for better identification of problematic design practices. The identification of these problems
is associated with educational software evaluation theory. A brief outline of educational software evaluation theory is given, as well
as a proposal for a new framework for CALL software evaluation that incorporates issues of representation to better address the inaccuracies
found in many commercial CALL software products.