"'English is Unavoidable': The Implementation of Multilingual Writing in Foundations Writing, General Education, and Writing Across the Curriculum" reports on a longitudinal, qualitative study of six administrators and one multilingual student who were involved in three institutional writing initiatives during a time of major programmatic change. This project draws from two ecological frameworks, Institutional Ethnography and Academic Literacies, to examine how the administrators of foundational writing, general education, and writing across the curriculum programs at the focal university intended for these programs to support students, and then compares those goals with a multilingual student's experiences. Findings suggest instances of literacy sponsorship across the curriculum met by major gaps in support that were motivated by historical and contemporary buy-in to monolingual, monocultural norms. The discussion offers a heuristic for Writing Across the Curriculum scholar-practitioners to consider how universities might globalize writing curricula to support students with multifaceted sociolinguistic backgrounds. Overall, the project encourages a more sociocultural approach to multilingual writing and literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]