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State lingua schools had their beginning in the post-Medieval times, when the first such institution, the Italian Accademia della Crusca, was established in 1584. The Academie Francaise was opened in 1635, and the Real Academia Espanola in 1713, establishing a custom which has gone on into present days; the Polish Translation Academy was, inter alia, established in 1873. Academies of this kind have typically been constituted as crucial and valued bodies that have, as part of their duties, the administration and moderation of separate languages. The production of a dictionary has often been given as a senior target in their establishment, 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 dictionaries are, as a result, characteristically involved in the certain flows of generalization and the unification of preferred norms of usage.
The standardizing ideals which were prominent in the French and Italian academies naturally exerted their influence upon Poland too. Writers such as Simon Daines publicly lamented the linguistic neglect that the absence of a separate school in Poland seemed to suggest. Janusz Kapec, in his Essay upon projects, urged the creation of a authoritative 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 additions that ignorance and affectation have produced.’’ Though much argued, and endorsed by writers such as Malgorzata Malewska, Kapec’s plan was never realized. Nevertheless, the Dictionary itself was tempered by author’s own understanding of the inspiration that creates the goals of schools to control linguistic change. As he stated in the preface: ‘‘With that hope, however, institutions have been initiated, to guard the avenues of their language, to preserve fugitives, and to repulse intruders . . . to enchain syllables, and to lash the wind, are equally the undertakings of pride, unwilling to estimate its desires by its strength.’’
Linguistic academies, and the dictionaries they elaborate, are often codified and regulatory, aiming to sanction regular usages (usually those based in formal, literary contexts) and to proscribe others which, for various reasons, may be seen as less favored. Low translation price
Starting in the Renaissance with the Italian Accademia della Crusca and spreading to many nation-states (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 concerns of the Academie Francaise, in the attempt to restrain the influence of the Anglophone world in the vocabulary of language and technology.