This research investigated the use of innovative teaching approaches among English as a Second Language (ESL) teachers in enhancing the communication skills of young learners in early childhood education. Specifically, it described the respondents' demographic profile, determined the extent of use of innovative teaching approaches in terms of play-based learning, technology integration, and culturally responsive pedagogy, identified the challenges encountered, and examined the relationships among the variables. The study employed a quantitative descriptive-correlational research design involving 55 English as a Second Language (ESL) teachers. Data were gathered through a structured researcher-made survey questionnaire administered through Google Forms. Frequency, percentage, weighted mean, and standard deviation were used for descriptive analysis, while Chi-square and Pearson product-moment correlation were used for inferential analysis. The findings showed that most respondents were female, aged 30-39 years, had six to ten years of teaching experience, held a Bachelor’s Degree in Education or ESL, had ESL-related training. ESL teachers frequently employed innovative teaching approaches, with play-based learning receiving the highest rating, followed by culturally responsive pedagogy and technology integration. They also encountered challenges related to differences in instructional time. Results showed no significant relationship between the respondents’ demographic profile and implementation of innovative teaching approaches. Likewise, no significant relationship was found between challenges encountered and implementation. The study concluded that ESL teachers frequently employ innovative teaching approaches despite classroom challenges. Continuous professional development, instructional support, technology integration, and culturally responsive teaching are recommended.