Modern language education needs to be based on a well-structured curriculum that on the one hand incorporates the full range of contemporary teaching methods and on the other hand allows the teachers enough freedom for creativity. This paper shows the analysis of existing curricula in the fields of language learning in Austria at University Colleges of Teacher Education (UCTEs) and provides suggestions for improvement. The hypothesis was that current language learning curricula are flawed in several aspects. They are neither student focused nor do they consider the Common European Framework (CEF) of language levels sufficiently. They are not structured under the consideration of modern methodology, such as provided by blended learning concepts, and lastly they do not comply with the latest neuro-scientific findings concerning language learning and memorization. After an analysis of current curricula by employing the methodology of text analysis, recommendations for improvements are given.  Aside from the text analysis, the results of an online survey of 150 students and 150 teachers will be used as basis for the recommendations. As Austria is in the process of restructuring teacher education, this research contributes to implementing highly effective language learning in formal tertiary education.

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