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Present American language policy recommends a subtractive policy of language assimilation for language minorities, while it encourages an additive policy of foreign language study for mainstream English monolinguals. This article examines how these two diverging principles of American language policy affect Japanese language education for Shin Nisei (new second generation Japanese) students in the US, especially in Hawaii. These principles are particularly relevant to Hawaii's Shin Nisei students; the state does not have a formal bilingual education programme that supports Japanese language maintenance,but itprovides extensive educationalopportunities for learning Japanese as a foreign language.First,this article discusses a recent trend in and political debate about bilingual education in American schools. Second, it reviews US foreign language education in general as well as Japanese language education in particular. Third, it examines how the paradox of American language policy influences Japanese language education in Hawaii. It includes the author's personal insights as a Japanese language teacher in Hawaii as well as a summary of data from her recent survey of Shin Nisei university students. Fourth, it emphasises how little attention teachers and researchers have paid to American Shin Nisei students in the past. It concludes with implications for Japanese language teachers and researchers in the US/Hawaii.
