Dual language bilingual education (DLBE) programs, which teach content knowledge in English and a partner language, have shown promise in attaining academic achievement, bilingualism/biliteracy, and sociocultural competence. Recently, scholars have argued for adding critical consciousness as a foundational goal to challenge the hegemonic ideologies in DLBE programs. With the COVID-19 pandemic eliciting anti-Asian racism, linguicism, and xenophobia targeting U.S. Chinese and other Asians, raciolinguistic issues, at the power intersections of race and language, became especially relevant to Mandarin Chinese DLBE programs and their Chinese teachers. This study explored secondary Chinese DLBE teachers' lived experiences, raciolinguistic ideologies, and their instructional practices associated with fostering critical consciousness in their classrooms. Employing a narrative inquiry approach and ethnographic methods, I conducted semistructured interviews with ten secondary Chinese DLBE teachers and observations in three case study teachers' classrooms. Data sources included interview transcripts, audio recordings of teacher interviews, ethnographic field notes, audio recordings of classroom observations, researcher journal entries, and classroom and curriculum artifacts. Findings reveal that secondary Chinese DLBE teachers' cultural, linguistic, educational, and pandemic-related experiences influenced their language and raciolinguistic ideologies, which shaped how they perceived their role in language teaching and their attitudes and instructional practices around critical consciousness. They employed different scaffolding strategies with multimodalities to create a culturally inclusive environment and enhance students' understanding of the content. However, those practices were not explicitly used to advance students' critical consciousness due to their varied transnational lived experiences and raciolinguistic ideologies. The teachers encountered both micro- and macro-level barriers to fostering critical consciousness in DLBE. Classroom observations pointed to the missed opportunities and embryonic implementational spaces for teachers to cultivate critical consciousness within the standard curriculum, including organizing discussions around racialized experiences and encouraging students to conduct research about family histories and local communities. Implications of findings for researchers, policymakers, teachers, teacher educators, and families were also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]