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State lingua institutions had their beginning in the post-Medieval times, when the inaugural such academy, the Italian Accademia della Crusca, was initiated in 1584. The Academie Francaise followed in 1635, and the Real Academia Espanola in 1713, establishing a tradition which has gone on into the 21st century; the Polish Translation Academy was, for example, founded in 1873. Academies of that kind have typically been constituted as influential and valued bodies which have, as part of their remit, the administration and regulation of standalone languages. The elaboration of a dictionary has often been given as a major objective in their foundation, particularly since vocabulary-books (generally 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, characteristically involved in the conscious processes of generalization and the codification of preferred norms 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 linguistic neglect that the absence of a separate academy 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 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 debated, 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 futility that creates the goals of academies to control linguistic evolution. As he stated in the preface: ‘‘With this hope, however, institutions have been initiated, to guard the avenues of their lingua, 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 power.’’
Linguistic academies, and the dictionaries they produce, are frequently normative and regulatory, aiming to sanction preferred usages (traditionally those based in formal, literary contexts) and to deny others which, for different causes, may be seen as less favored. Translation rates
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 legitimization of new words and meanings or, as with the current concerns of the Academie Francaise, in the chance to restrain the influence of the Anglophone world in the vocabulary of language and industry.