This paper offers a perspective on bilingual education (BE) as inclusive education. Ethnolinguistically-separated schools and classrooms in Sri Lanka resulted from an enduring, mother tongue instruction policy which abetted a deeply ethnically-divided nation. More recently, Sri Lanka has experimented with a BE programme in pursuit of enriching the perceived value of the local mother tongues as well as building students' knowledge of English as a global language. This article presents analysis of the inclusive practice of two Sri Lankan BE teachers in their attempts to advance social cohesion through bilingual education. We demonstrate the logic of practice focussing on four features of the teachers' work: promoting interethnic relations through regular change of seating arrangements; equal delegation of responsibilities and absence of favouritism; cooperative group work in ethnically heterogeneous groups; and, promoting heteroglossic language practices or translanguaging. The positive, inclusive consequences of these practices are corroborated by focus group data gathered from students in the school. We argue that teachers have a significant role in changing the logic of practice in the classroom, and that the implicit rules teachers encode in their pedagogy can reorient exclusionary, ethnocentric identity positioning towards more inclusive, supraethnic identities.