The focus in this article is on international students at Canadian universities seeking graduate-level academic credentials in the teaching of English, and the pedagogies they produce within the relational contexts that they navigate. This article is animated with the material-discursive, human, and non-human assemblages and intensities that explore additional understandings of the becomings of a cohort of graduate students at a Canadian university, potential teachers of English, from a new materialist perspective. The data-vignettes with two students in the graduate program articulate the entanglement of their pedagogical practices and relationships as agency is performed as pedagogies in the act. This concept is discussed as an extension of Manning and Massumi's process of "thought in the act," and as expressions of pedagogy and agency emerging through bodied movement across space and time and diffracted movements and events. A reconceptualization of pedagogy as pedagogies in the act, as concept and as method, offers affordances for diffractive interferences and deterritorializing understandings of existing discursive structures in the field of TESOL.