This study explores the role of virtual reality (VR) in facilitating immersive learning environments, focusing specifically on grassroots education efforts in sign language (SL) within the VRChat social platform. The classes in French SL were conducted by a Deaf professional teacher, and the student group varied in terms of sensory abilities, language proficiency, and technological skills, creating a highly asymmetrical learning environment. Based on multimodal videography through the detailed analysis of two single cases, we explore how unique VR tools – such as ‘airpens’ and spatial-directional emojis – were employed by both the teacher and students to pursue their educational projects: to facilitate understanding and the progressivity of the lesson, and to engage in the learning process. These resources gave participants elementary solutions to handle technological and communicative asymmetries. While generally effective, uses of VR-native tools in our data evidence that their effectiveness depends on acquired interactional competencies. Our findings have practical implications for VR implementation in both formal and grassroots learning context, and particularly for underrepresented groups like SL learners. Specifically, we discuss the necessity to provide participants with adaptable tools to carry out their learning activities in order to leverage the specific characteristics of the technological environment.