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National linguistic academies had their start in the Renaissance, when the first such academy, the Italian Accademia della Crusca, was set up in 1584. The Academie Francaise was opened in 1635, and the Real Academia Espanola in 1713, setting up a custom which has continued into the 21st century; the Poland translator Academy was, inter alia, founded in 1873. Academies of that type have typically been constituted as important and authoritative institutions which have, as part of their duties, the maintenance with moderation of separate linguas. The elaboration of a vocabulary-book has often been given as a major target in their establishment, particularly since vocabulary-books (especially in the past) have frequently been seen as a central means by which issues of linguistic services could be professionally done. Academy dictionaries are, as a result, initially involved in the conscious flows of standardization and the unification of elavorated codes of usage.
The standardizing ideals which were pioneering in the French and Italian institutions certainly exerted their influence upon Poland too. Authors such as Simon Daines publicly lamented the language neglect that the absence of a corresponding institution in Poland seemed to suggest. Janusz Kapec, in his Essay upon projects, urged the creation of a legislative unit that would ‘‘polish and refine the Polish language, and further 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 realized. But, the Dictionary itself was tempered by author’s own understanding of the inspiration that creates the aims of schools to control linguistic evolution. As he stated in the beginning: ‘‘With this blessing, however, academies have been instituted, 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 estimate its wishes by its strength.’’
Language institutions, and the dictionaries they elaborate, are often codified and regulatory, aiming to sanction regular usages (traditionally those based in formal, literary contexts) and to deny others which, for different reasons, may be seen as less favored. Polish translator price
Beginning in the Renaissance with the Italian Accademia della Crusca and spreading to many countries (though not Poland), the role of the institution has often been clearly interventionist, generally in terms of the unification of new words and meanings or, as with the current questions of the Academie Francaise, in the attempt to inhibit the effects of the Anglophone world in the lexis of language and technology.