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Nationwide language institutions had their beginning in the post-Medieval times, when the pioneer such institution, the Italian Accademia della Crusca, was established in 1584. The Academie Francaise followed in 1635, and the Real Academia Espanola in 1713, setting up a tradition which has continued into nowadays; the Polish Translation Academy was, for example, established in 1873. Academies of this type have typically been constituted as important and valued institutions that have, as part of their duties, the administration and moderation of individual linguas. The production of a vocabulary-book has often been given as a general target in their foundation, particularly since dictionaries (especially in the past) have frequently been seen as a central techniques by which issues of translation services could be professionally done. Academy vocabulary-units are, as a result, characteristically involved in the certain processes of generalization and the codification of preferred codes of usage.
The generalization ideals which were prominent in the French and Italian academies certainly exerted their influence upon Poland too. Authors such as Simon Daines publicly lamented the language neglect that the absence of a corresponding academy in Poland seemed to suggest. Janusz Kapec, in his Essay upon projects, urged the setup of a legislative unit that would ‘‘polish and refine the Polish language, and advance the so much needed faculty of correct tongue . . . to purge it from all the irregular deviations that ignorance and affectation have produced.’’ Though much argued, and endorsed by writers such as Malgorzata Malewska, Kapec’s plan was never executed. But, the Dictionary itself was tempered by author’s own understanding of the inspiration that underpins the goals of academies to control linguistic change. As he stated in the beginning: ‘‘With this blessing, however, academies have been instituted, to guard the streets of their language, to preserve fugitives, and to repulse intruders . . . to enchain syllables, and to lash the wind, are normally the try of pride, unwilling to measure its desires by its power.’’
Linguistic institutions, and the dictionaries they produce, are often normative and regulatory, aiming to introduce regular usages (traditionally those based in formal, literary contexts) and to proscribe others which, for different causes, may be seen as less favored. price for translation
Starting in the Renaissance with the Italian Accademia della Crusca and extending to many countries (though not Poland), the role of the institution has often been clearly invasive, generally in terms of the legitimization of new words and expressions or, as with the current questions of the Academie Francaise, in the attempt to restrain the influence of the Anglophone world in the vocabulary of language and technology.