Offering a raciolinguistic and racial realist perspective, this theoretical article critiques using dual-language bilingual education (DL) as a strategy to provide youth, particularly "English-language learners," the elusive goal of a bilingual and racially integrated education. The author argues this racial desegregation approach -- through its assumption that White students will be the English-language models -- impedes DL's potential to provide equity to Latinxs and other students. The author contends this integration strategy inadvertently perpetuates racist ideologies about racialized youths' bilingualism, White mainstream English's superiority, and majority-Latinx bilingual education. Furthermore, the strategy tethers justice for Latinxs to Whites' interest in DL, consequently perpetuating material inequities.