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This article focuses on the experience of internal exile in Samuel Beckett’s work, focusing on two fundamental axes: bilingualism and silence. Beckett’s conscious switch from English to French after World War II is not an aesthetic or practical choice, but an act of linguistic self-exclusion, through which he repositions himself in the face of word and meaning. Drawing on Derrida’s concept of the “monolingualism of the other” and Kristeva’s definition of the foreigner, this study treats bilingualism not as an expressive enrichment, but as a sign of a deep division within the creative subject. Meanwhile, silence is not seen as an absence of speech, but as the most sincere form of expression, a way of giving voice to what cannot be said. Analyzing works such as The Unnamable, Not I, and Krapp’s Last Tape, the article argues that Beckett does not write about exile, but from a permanent state of exile, conditioned not by geographical space, but by separation from language, identity, and meaning. The article aims to bring a new approach to the literature of exile, considering it as a fundamentally linguistic and existential experience, beyond the usual framework of national identity or cultural affiliation.

This study provides a comprehensive review of the evolving landscape of language learning in Albania, not only through analysis of its current traditional methods, but also towards its shift towards communicative, inclusive, and technologically integrated teaching methods. Accordingly, the author of the study conducted an analysis regarding its current global educational trends, such as approaches that prioritize real-world language application, learner autonomy, and the integration of digital resources, while valuing the incorporation of students’ linguistic and cultural backgrounds into the curriculum. Indeed, the author’s findings suggest an interesting reality characterized by a paradigm shift on the one hand, and a form of resistance towards change in the other. However, despite its contributions and evidence-based analysis, the study acknowledges limitations due to its reliance on existing literature and potential biases towards positive outcomes. The research calls for further empirical investigation, comparative studies, and exploration of learner perspectives to refine and advance language education in Albania, perhaps one that utilizes a nationwide study from various stakeholders. On the other hand, this research underscores the importance of embracing linguistic and cultural diversity and digital innovation to enhance language learning in the face of global changes.