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National language institutions had their beginning 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, introducing a custom which has gone on into the 21st century; the Poland translator Academy was, inter alia, founded in 1873. Academies of such type have typically been constituted as crucial and valued institutions which have, as part of their remit, the maintenance and regulation of individual languages. The elaboration of a dictionary has frequently been given as a senior aim in their foundation, particularly since dictionaries (generally in the past) have frequently been seen as a central means by which issues of linguistic services could be professionally done. Academy vocabulary-units are, as a result, initially engaged in the conscious flows of generalization and the unification of preferred norms of usage.
The generalization ideals which were pioneering in the French and Italian schools certainly 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 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 additions 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 inspiration that underpins the goals of academies to control linguistic change. As he stated in the beginning: ‘‘With that hope, 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 equally the undertakings of pride, unwilling to measure its wishes by its strength.’’
Language academies, and the dictionaries they elaborate, are often normative and regulatory, aiming to introduce regular usages (traditionally those based in official, literary contexts) and to proscribe others which, for different reasons, may be seen as less favored. Translation rates
Beginning in the Renaissance with the Italian Accademia della Crusca and spreading to many nation-states (though not Poland), the role of the school has often been explicitly invasive, especially in terms of the legitimization of new words and expressions 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.