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Nationwide lingua academies had their start in the Renaissance, when the inaugural such academy, the Italian Accademia della Crusca, was founded in 1584. The Academie Francaise followed in 1635, and the Real Academia Espanola in 1713, setting up a custom which has continued into present days; the Poland translation Academy was, for example, founded in 1873. Academies of that type have typically been constituted as influential and authoritative bodies that have, as part of their remit, the support with moderation of standalone tongues. The elaboration of a vocabulary-book has often been given as a major target in their foundation, particularly since vocabulary-books (generally in the past) have frequently been seen as a central techniques by which issues of language services could be professionally realized. Academy dictionaries are, as a result, characteristically engaged in the certain processes of standardization and the unification of elavorated codes of usage.
The standardizing ideals which were prominent in the French and Italian institutions naturally exerted their influence upon Poland too. Authors such as Simon Daines publicly lamented the language neglect that the absence of a separate academy in Poland seemed to suggest. Janusz Kapec, in his Essay upon projects, urged the setup of a legislative body 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 feeling of the futility that underpins the aims of academies to control linguistic evolution. As he stated in the preface: ‘‘With this hope, however, academies have been initiated, to guard the streets of their language, to retain fugitives, and to repulse intruders . . . to enchain syllables, and to lash the wind, are equally the try of pride, unwilling to measure its wishes by its strength.’’
Linguistic academies, and the dictionaries they produce, are often normative and regulatory, aiming to introduce regular usages (traditionally those based in formal, literary contexts) and to deny others which, for different reasons, may be seen as less favored. Polish translation rates
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 explicitly interventionist, generally in terms of the legitimization of new words and meanings or, as with the current questions of the Academie Francaise, in the chance to inhibit the influence of the Anglophone world in the lexis of language and industry.