Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.