of standardization, in Quechua this has been applied only to the written language, not to the spoken language, and no attempt was made to change the spoken language of native speakers, which varied by regions. Rather, standardization was needed to produce a uniform writing system to provide education to Quechua speakers in their native language. Language planners in Peru have proposed several varieties to serve as the supradialectal spoken norm. Some saw Qusqu-Qullaw as the natural choice for a standard since it is recognized as the form which is most similar to that spoken by the Incas. Others favor Ayacucho Quechua since it is more conservative, whereas Qusqu-Qullaw has been influenced by contact with the Aymara language. Rodolfo Cerrón Palomino proposed a literary standard, Southern Quechua that combines features of both dialects. This norm has been accepted by many institutions in Peru. Lexical modernization has also been critical to the development of Quechua. Language planners have attempted to coin new Quechua words by combining Quechua morphemes to give new meanings. Generally, loanwords are considered only when the words cannot be developed through existing Quechua structures. If loanwords are adopted, linguists may adjust them to match typical Quechua phonology. Acquisition planning Since Quechua is no longer an official language of Peru, Quechua literacy is not consistently encouraged in schools. Peru's education system is instead based on Spanish, the nation's official language. Despite its low prestige, Quechua is still spoken by millions of indigenous Peruvians, a great deal of whom are bilingual in Quechua and Spanish. There is a desire to preserve the uniqueness of Quechua as a language with its own attributes and representations of culture. Some argue that promoting a diverse literacy program gives students diverse perspectives on life, which could only enhance their educational experience. Before 1975, Peru had bilingual education programs, but Quechua was not taught as a subject in primary and secondary schools. After the 1975 education reform, Quechua and Spanish both had standing in bilingual programs, but only in restricted speech communities. These experimental programs were then canceled due to a change in government planning, but again reinstated in 1996. Even with national intercultural bilingual education programs, teachers at local schools and members of the community often prefer using Spanish, destabilizing support for bilingual education. This underscores the importance of community support as a goal for the education sector as mentioned earlier. Some believe that due