Internationalization at institutions of higher education in the United States results in greater linguistic diversity of the student body. Admission policies for international students include English proficiency standards which are meant to ensure that multilingual students for whom English is an additional language can function linguistically in university coursework. Still, full engagement in academic coursework through English for multilingual students can be a challenge. Those who meet the minimum English requirement, best identified as emergent bilingual (Garcia, 2009), need ongoing English language support for language intensive course requirements. Even those who exceed the English requirement face a period of adjustment to academic language demands (Zhang-Wu, 2021). Both groups need to acquire the language of the discipline into which they are entering which is a process that takes place inside of disciplinary courses (Ewert, 2011; Gallagher & Haan, 2018). Linguistically responsive instruction (LRI) is an orientation and instructional approach that tasks discipline-specific faculty with providing language support to multilingual students (Lucas & Villegas, 2011, 2013). This dissertation in practice is a conceptual analysis that seeks to better understand the needs and challenges of multilingual students in an English-speaking university environment and proposes an institutional approach to support them based on the principles of linguistic responsiveness. A key question explored in this project is how the principles of linguistic responsiveness can be employed to help institutions like Kent State University support multilingual students in their development and refinement of advanced academic language skills in alignment with institutional goals of internationalization and inclusivity. Three key campus offices and their alignment with institutional goals are identified as strategic partners for institutional adoption of linguistic responsiveness: the Office of Global Education, the Office of Diversity, Equity, and Inclusion, and the Center for Teaching and Learning. The analysis suggests the University's English as a Second Language Center plays a critical role in supporting the design and development of post-matriculation language support. [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.]