This systematic literature review examines pedagogical innovations including translanguaging, flipped classroom models, and differentiated instruction within Malaysian primary and secondary ESL classrooms from 2020 to 2024. A comprehensive screening process across Scopus, ERIC, Web of Science, JSTOR, and Google Scholar yielded 25 empirical studies. Emergent themes suggest that translanguaging significantly boosts cognitive engagement and writing quality, while flipped classrooms and differentiated strategies effectively address grammar learning and mixed-ability needs. Teachers generally perceive code-switching positively, though policy tensions surrounding monolingual norms persist. Despite consistent short-term gains, the literature lacks longitudinal studies, integration of digital translanguaging tools, and extensive learner voice research. The discussion section synthesises theoretical and policy implications, recommending enhancements in teacher training and curriculum design. The conclusion highlights the urgent need for longitudinal and tech-integrated research to further refine innovative ESL pedagogies in multilingual contexts.