that have a significant effect on language acquisition, such as the Académie française of France or the Real Academia Española of Spain. These organizations often write their own dictionaries and grammar books, thus affecting the materials which students are exposed to in schools. Although these organizations do not hold official power, they influence government planning decisions, such as with educational materials, affecting acquisition. Ireland Before the partition of Ireland, a movement began which aimed at the restoration of Irish, as the nation's primary language, based on a widespread sentiment for Irish nationalism and cultural identity. During and after colonisation, Irish had competed with English and Scots; the movement to restore the language gained momentum after the Irish War of Independence. The Gaelic League was founded to promote the acquisition of Irish in schools, thus "de-Anglicizing" Ireland. Immediately after The Irish Free State gained independence in 1922, the League declared that Irish must be the language of instruction for at least one hour in primary schools in the state. Irish-speaking teachers were recruited, and preparatory colleges were established to train new teachers. The program implementation was mostly left to the individual schools, which did not consistently carry it out. Additionally, educating a generation is a long process, for which the League was not prepared. There was no consensus as to how the Irish language should be reinstituted; the League and schools did not develop a system assessment plan to monitor progress. Thus the movement lost strength, and the number of native Irish speakers has been in steady decline. Case study: Quechua in Peru Status planning Peru's history of language planning begins in the 16th century with Spanish colonization. When the Spanish first arrived in Peru, Quechua served as a language of wider communication, a lingua franca, between Spaniards and Peruvian natives. As the years passed, Spaniards asserted the superiority of the Spanish language; as a result, Spanish gained prestige, taking over as a language of wider communication and the dominant language of Peru. In 1975, under the leadership of President Juan Velasco Alvarado, the revolutionary government of Peru declared Quechua an official language of the Peruvian state, "coequal with Spanish." Four years later, the law was reversed. Peru's 1979 constitution declares Spanish the only official language of the state; Quechua and Aymara are relegated to "official use zones," equivalent to Stewart's provincial function described above. Quechua has officially remained a provincial