This paper critically analyses the meaning and use of translanguaging as an inclusive pedagogical strategy in the context of a bilingual deaf education classroom where there are asymmetrical sensorial experiences of being deaf and being hearing, and different access to 'codified' (either speech or sign-language) resources. The pedagogical opportunities and constraints of translanguaging are examined through an analysis of the meaning-making resources among deaf and hearing interlocutors in face-to-face interaction. Using two short excerpts from an English class with two deaf pupils, a hearing teacher of the deaf and hearing communication support worker the authors analyse ways in which the modes of image, sound and speech, gesture and signing, gaze, body posture are coordinated in the spatial context for meaning-making. A multimodal and layered analysis of two short turn sequences describes ways in which modes are integrated and coordinated in the spatial layout of the classroom in ways that either facilitate or inhibit inclusive communication. Strategies for the analysis and deployment of multimodal resources that may facilitate the inclusive potential of translanguaging in this interactional context are discussed.